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id="ddhxvffh" class="time">時(shí)間：2024-06-24 03:25:47 </span> <span id="ddhxvffh" class="sm_after_time"></span> <span id="ddhxvffh" class="source"><a target="_blank" href="http://www.fzlwr.cn/bylw/qitaleilunwen/" title="其他類(lèi)論文">其他類(lèi)論文</a></span> <span id="ddhxvffh" class="source"><a target="_blank" href="http://www.fzlwr.cn/usr/login.html" title="我要投稿">我要投稿</a></span> </div> <div id="ddhxvffh" class="content"> <p>語(yǔ)文課堂主問(wèn)題設計方法例談?wù)撐?/p> <p>　　當前，在我們的語(yǔ)文教學(xué)中普遍存在課堂問(wèn)題設計的隨意、零亂、繁多、質(zhì)量不高、缺少思維價(jià)值等弊端，從而導致課堂的“滿(mǎn)堂問(wèn)”、“滿(mǎn)堂答”等流于形式的現象。這就啟示我們：在一節課里面，教師要設計幾個(gè)關(guān)鍵的問(wèn)題，便于組織一節課的教學(xué)，從而帶動(dòng)對整堂課的學(xué)習。像這樣用“牽一發(fā)而動(dòng)全身”的關(guān)鍵問(wèn)題來(lái)帶動(dòng)整篇文章閱讀的提問(wèn)設計，可稱(chēng)之為“主問(wèn)題”設計。</p><p style="text-align: center;"><img loading="lazy" src="https://p.9136.com/00/l/bfceccc34_2.jpg" alt="語(yǔ)文課堂主問(wèn)題設計方法例談?wù)撐?/></p><p>　　所謂“主問(wèn)題”,是相對于課堂上隨意的連問(wèn)、簡(jiǎn)單的追問(wèn)和習慣性的碎問(wèn)而言的。它指的是課文研讀教學(xué)中能“牽一發(fā)而動(dòng)全身”的重要的提問(wèn)或問(wèn)題（余映潮語(yǔ)）。在語(yǔ)文課堂教學(xué)中若能設置一兩個(gè)能夠穿透全文而又富有挑戰性的問(wèn)題情境，不僅能保證課堂教學(xué)的順利進(jìn)行，而且具有“一問(wèn)能抵許多問(wèn)”的藝術(shù)效果。</p><p>　　主問(wèn)題是教師研究教材與設計教學(xué)時(shí)思想的結晶，設計必須緊密結合教材實(shí)際，凸顯教學(xué)重點(diǎn)或難點(diǎn)，不能是一些毫無(wú)緊要甚至是鉆牛角尖的問(wèn)題。即主問(wèn)題的設計必須呈現思維含量。教師教學(xué)的提問(wèn)，既要“放出去”，還要“收回來(lái)”。</p><p>　　教師必須奮力地牽動(dòng)學(xué)生的思維，設計出能引導學(xué)生深入文本、探究文本、吃透文本的主問(wèn)題。</p><p><strong>　　一、鉆研教材，從文本中抓有效點(diǎn)</strong></p><p>　　教師設計精當有效的主問(wèn)題，能起到以一馭十、提挈全篇的作用。設計這樣的主問(wèn)題，須從鉆研教材入手，向教材要問(wèn)題，從文本中抓有效點(diǎn)。</p><p>　　1．以教學(xué)重點(diǎn)為依托點(diǎn)，力求“窺一斑而知全豹”。</p><p>　　教師在備課時(shí)，總要明確教學(xué)重點(diǎn)，并把解決教學(xué)重點(diǎn)作為教學(xué)的主體任務(wù)，這正給我們設計主問(wèn)題提供了依托點(diǎn)。例如，《我的母親》的教學(xué)重點(diǎn)就是理解母親這一人物形象，這樣我們就可以利用最后一句“——我都得感謝我的慈母”，以“感謝”一詞為切入點(diǎn)，理出值得我感謝的事例，并用以“事”知“人”的方式，了解母親身上承載的慈母、嚴父、后母等身份，深切地體味母親這一豐滿(mǎn)的人物形象。</p><p>　　教師以教學(xué)重點(diǎn)為依托點(diǎn)，可以依據一個(gè)事例、一句話(huà)，甚至于一個(gè)詞，這樣設計的主問(wèn)題，一定能“窺一斑而知全豹”，對文本有深刻的認識，形成自己獨特的閱讀體悟。</p><p>　　2．以教學(xué)難點(diǎn)為突破口，實(shí)現“四兩撥千斤。</p><p>　　教學(xué)難點(diǎn)往往是教師備課時(shí)的關(guān)注點(diǎn)，精心思考的著(zhù)力點(diǎn)，也是教師設計有效主問(wèn)題的依托之點(diǎn)�！犊滓壹骸返淖詈笠痪洹翱滓壹捍蠹s的確死了”就是全文的難點(diǎn)。</p><p>　　針對這一難點(diǎn)，我設計了一個(gè)論辯式的主問(wèn)題——“孔乙己之死？”以“？”的形式，讓學(xué)生從人物性格、社會(huì )環(huán)境、小說(shuō)中心、寫(xiě)作方法等方面進(jìn)行論辯，使師生、文本、作者之間展開(kāi)深層對話(huà)，真正探究孔乙己的死因，揭示小說(shuō)的主題思想。</p><p><strong>　　二、探究學(xué)情，從學(xué)生中獲興奮點(diǎn)</strong></p><p>　　教師設計的主問(wèn)題是否真正有效，在很大程度上取決于學(xué)生的反響和發(fā)揮。所以教師應更多地從學(xué)生層面去考慮，多進(jìn)行換位思考，把自己的閱讀思路和感悟從學(xué)生角度加以?xún)然�，從而使學(xué)生感受言語(yǔ)生命的活力，全面提高語(yǔ)文素養。教學(xué)《社戲》，我采用“對對子”的方式來(lái)設計主問(wèn)題：“抓《社戲》的一情節、一細節……我來(lái)對對子�！薄渡鐟颉分谐錆M(mǎn)童真童趣的情節、人物，在一副副靈動(dòng)有趣的對子中盡情地展現，如：“豆香、麥香、水草香香香沁肺，櫓聲、笛聲、鑼鼓聲聲聲入耳”、“月夜行船賞社戲，星天弄櫓觀(guān)漁火”、“滿(mǎn)村豆香滿(mǎn)村歌，一臺社戲一臺曲”。這樣的教學(xué)方式，不僅調動(dòng)了學(xué)生童年生活的體驗，觸動(dòng)了學(xué)生的興趣點(diǎn)和情感點(diǎn)，更促進(jìn)了學(xué)生對文本的理解和探究。</p><p>　　我們設計主問(wèn)題，還可利用學(xué)生的好奇心。教學(xué)《楊修之死》，我設計了“楊修之死誰(shuí)之過(guò)”這一主問(wèn)題，學(xué)生思維活躍，在興奮的說(shuō)辯中理解課文的主旨，找出了楊修真正的死因——過(guò)在自己。</p><p>　　教師設計有效的主問(wèn)題須以學(xué)生的認知點(diǎn)、情感點(diǎn)、興奮點(diǎn)等為切入口，“量身定做”主問(wèn)題，學(xué)生會(huì )討論得更為熱烈，思考得更為深入。</p><p><strong>　　三、掌握技法，從方法中得切入點(diǎn)</strong></p><p>　　教師可從以下方面入手，尋找語(yǔ)文課堂教學(xué)的主問(wèn)題。</p><p>　　1．從標題入手。</p><p>　　有些矛盾的、并列的、揭示中心的文題，本身就是一個(gè)很恰當的主問(wèn)題。如《偉大的悲劇》《羅布泊，消逝的仙湖》《從百草園到三味書(shū)屋》等。</p><p>　　2．從關(guān)鍵詞或關(guān)鍵句入手。</p><p>　　如《珍珠鳥(niǎo)》中“信賴(lài)，往往創(chuàng )造出美好的境界”一句。此句乃點(diǎn)睛之筆，是設計主問(wèn)題最好的切入點(diǎn)。</p><p>　　3．從事件的發(fā)展變化和人、事、理之間的關(guān)系入手。</p><p>　　如《丑小鴨》一文，我們可以丑小鴨的行程和地點(diǎn)轉換看其心路歷程。</p><p>　　4．從課堂類(lèi)型入手。</p><p>　　一些課文，通過(guò)理解、品析、探究、發(fā)現等手段，可以作為一個(gè)側重點(diǎn)來(lái)設計主問(wèn)題。</p><p>　　如《曹劌論戰》以探究為側重點(diǎn)，可以設計“文中哪些地方表現了曹劌的遠謀”這一主問(wèn)題，讓學(xué)生從字里行間尋找“遠謀”的身影，探究曹劌的政治遠見(jiàn)和軍事才能。</p><p>　　余映潮老師認為：“主問(wèn)題是閱讀教學(xué)中立意高遠的有質(zhì)量的課堂教學(xué)問(wèn)題，是深層次課堂活動(dòng)的引爆點(diǎn)、牽引機和粘和劑，在教學(xué)中顯現著(zhù)‘以一當十’的力量�！边@就預示著(zhù)我們設計有效的主問(wèn)題定能讓語(yǔ)文課堂成為光彩奪目的舞臺，讓師生在舞臺上盡情地演繹自己的風(fēng)采！</p><p>【語(yǔ)文課堂主問(wèn)題設計方法例談?wù)撐摹肯嚓P(guān)文章：</p><p><a target="_blank" href="http://www.fzlwr.cn/bylw/qitaleilunwen/140686.html" 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