The design of classroom problems should be directed to the goal of learning Xi, classroom teaching is the main front of school education, and the pursuit of high efficiency of classroom teaching is the goal that every teacher constantly pursues. The key to achieving effective classroom teaching is to see whether the problem design in the classroom is effective, because problem design is the key factor of teaching effectiveness.
1. Awareness of the design of classroom problems.
Learning begins with thinking, and thinking comes from doubt". All thinking activities start from questions, doubts are the prerequisite for acquiring knowledge, questions are the starting point of in-depth knowledge, and questions are also the premise of innovation. Without problems, there is no possibility of in-depth learning of Xi, and there is no spark of creative thinking. Classroom problem design is the teacher's preset of possible problems in classroom teaching when preparing for lessons, and it is the concretization of teachers' teaching in a lesson. Turn the "possible" in the classroom into reality. It can be said that the teacher's design of the problem directly determines the teaching effect. Therefore, teachers must pay attention to the design of classroom problems.
2. The current status of classroom problem design.
In the current classroom teaching, we often see that the questions raised by teachers lack scientific design, or simple questions that can be found directly in the textbook, or problems that exceed the level of students' understanding, or do not find the entry point of the problem from the content of the textbook. In short, the problem design lacks effectiveness.
3. Strategies for designing classroom problems.
1) Design questions based on teaching objectives.
Teachers should base their questions on the teaching objectives. The design of the problem should be closely related to the teaching objectives, and should not be far away from the design of the teaching objectives. Teachers do not need to ask questions about problems that students can read directly from the textbook or solve by themselvesFor the difficult, key, confusing, and doubtful points in the textbook, it is necessary to set up questions to ask appropriate questions.
2) Design problems based on learning conditions.
When designing questions, teachers should take the learning situation as the starting point. The design of the questions should be in line with the cognitive laws and cognitive level of the students, and should not be far away from the actual level of the students. There is no need to ask questions about problems that students can solve using their existing knowledge;For students to understand vague and difficult questions, it is necessary to design questions to ask appropriate questions.
3) Design problems based on multi-angle thinking.
Teachers should think from multiple perspectives when designing problems. Questions should be designed to guide students to think and analyze the problem from multiple perspectives, rather than just asking questions from a single perspective. There is no need to ask questions that can only be answered from a single perspective;For questions that can be answered from multiple perspectives, it is necessary to design questions to ask appropriate questions.
4) Take the Xi of sexology as the main line.
Design ProblemsWhen designing problems, teachers should take the Xi of sexuality as the main line. The design of the questions should be able to guide students to conduct ** sex Xi, not far away from ** sex Xi to ask questions. There is no need to ask questions for problems that can be solved directly through the Sexology Xi;For problems that cannot be solved directly through ** sex Xi, it is necessary to design questions for appropriate questioning.
Fourth, the implementation of classroom problem design.
1) Design questions when introducing new lessons.
When introducing a new lesson, teachers can design some novel and interesting questions to attract students' attention and stimulate students' interest in learning Xi. For example, when introducing the lesson "The Relationship between Speed and Time in Linear Motion with Uniform Variable Speed", you can design such a question: "When the speed of a car increases from 10m s to 20 ms in 10 seconds, and the acceleration is known to be 2 m s2, what is the distance traveled by the car during this time?"The design of this question is not only related to the previous knowledge points but also has a certain degree of interest, which can stimulate students' interest and desire to learn Xi.
2) Design problems at key and difficult points.
It is the key point for students to learn Xi knowledge at the key and difficult points, and it is also an important part of teachers' teaching. Therefore, teachers can design questions at key and difficult points to help students better understand knowledge and master skills. For example, when Xi Newton's Second Law, the focus is on the relationship between acceleration and force and mass, and the teacher can design such a question: "According to Newton's second law, the acceleration of an object is directly proportional to the force and inversely proportional to the mass, so how is the acceleration of the object related to the force and mass?"This kind of problem design not only highlights the key points, but also breaks through the difficulties, so as to achieve the purpose of efficient teaching.
3) Design problems where it is easy to mix and make mistakes.
It is also easy for students to make mistakes in their learning Xi. Therefore, teachers can design problems in areas that are easy to mix and make mistakes to help students better understand knowledge and master skills. For example, when Xi the lesson "Displacement and Distance", some students are prone to confusion and error about the concept of displacement and distance. Teachers could design a question like: "What is the difference and connection between displacement and distance?".This kind of problem design not only helps students consolidate concepts, but also improves students' ability to understand and analyze concepts, and plays a role in correcting mistakes.