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1、优化物理课堂提问的艺术Optimizing the art of questioning in physics classOptimizing the art of questioning in physics class- GClassroom questioning is a form of question and answer in the process of classroom teaching. It is not only a teaching method, but also a kind of teaching art. As a physics teacher, if p
2、roperly according to the different teaching contents and teaching objects, and a variety of different flexible classroom questioning in classroom teaching, it can broaden the students thinking, inspire students thinking, to help students grasp the key, difficult to break, and active classroom atmosp
3、here, enhance the feelings between teachers and students, promote harmony the development of classroom teaching. Therefore, whether the teachers classroom questioning is effective or not will directly affect the quality and effectiveness of classroom teaching.Then, how can we optimize classroom ques
4、tions in order to achieve better teaching results?In order to improve the efficiency of classroom questioning, in order to avoid questioning and questioning, physics classroom questioning should be based on the actual teaching and combined with the students to make flexible use of the knowledge and
5、ability of students to improve teaching efficiency of the classroom into full play. Can proceed from the following four aspects, the optimization of classroom questioning.First, the preferred point of inquiry, ask in the key knowledgeAsk the so-called, refers to the proposed problem. Generally speak
6、ing, Q should be on the key point of knowledge the key, difficult and doubtful, there will be a enlightened role that the solution of the problem. For example: the quality of M objects on the ground by a horizontal direction with a tension tilted to the right above 450 F, the object and the ground b
7、etween the dynamic friction coefficient is u, for sliding friction between the object and the ground is big? In early days, many students wrote f=umg because students didnt understand the positive pressure of objects thoroughly. If the teacher first asked the question: how much is the pressure betwe
8、en the object and the ground? Obviously, students can determine the positive pressure is mg-Fsin450, then the wrong reason will be solvedIn the daily classroom teaching in the course of our new lesson into looking for appropriate entry point questions, a good starting point, can easily start their i
9、nspired gate, arouse the students interest in learning more, a stone to strike up effect. For example, when introducing the concept of momentum, the teacher might as well set two questions for the project:Do you dare to take to you 1. bullets, and emitted from the same gun bullets why not?2. the gas
10、 molecules in the air have a great speed (up to 105m/s). They are hitting our most precious and weakest eyes all the time. Why dont they care?In this way, the students are interested in exploring and studying, and they are eager to find the answers to the questions so as to actively participate in c
11、lassroom activities together with the teachers, so as to achieve good teaching results.Two, grasp the scale, ask in difficult, easy placeSystematic and careful questioning can guide students to explore, is a way to achieve the goal, classroom questioning should comply with the law of students cognit
12、ion, classroom questioning should be for all, take care of the majority, and the design problem to moderate difficulty, from the shallower to the deeper, neither too hard, nor too easy, to avoid the original content the direct application of the textbook answer directly, we should let the students t
13、hrough some thinking to make a correct answer. Therefore, for the optimization of classroom questioning, which requires teachers to focus on the teaching material, the difficulty and key, analysis of teaching materials in contact, logical order and students knowledge and ability, according to from t
14、he concrete to the abstract, from understanding the laws of perceptual to rational, from easy to difficult, step by step to design a series of problems, so that students gradually deepening understanding, increase the difficulty of the problem, Guangzhou According to the degree of students knowledge
15、 of experience and ability to set questions skillfully, inspire students to actively thinking. To review old knowledge, should ask easy success in underachievers; imparting new knowledge, should be asked in the transfer of knowledge; practice, should ask students in easy mistakes. In a word, teacher
16、s should pay attention to the width, dig the depth, set the grade, and strive for the accuracyThe classroom design problems in knowledge can range from small to large, the first question asked, then asked, finally draws the general conclusion, to enable students to grasp the correct direction of thinking, improve physical language generalization ability; can also start from the big question, question, does not require students to
