On the "problem" teaching of the Study

Abstract: The use of "problem-based" approach, to develop students awareness of innovation and innovation capability, in order to comprehensively improve the quality of students lay a solid foundation, which requires language teacher language teaching with a new concept.

Keywords: problem awareness, and dared to question the teaching of
The purpose of problem-based learning is that the intrinsic motivation of students, for students to lay deep and flexible knowledge base, enabling students to have an effective problem-solving skills and independent learning, lifelong learning skills.

Under the new high school language teaching to be static to dynamic, to change the original teacher in the classroom teaching students about listening mode, students actively explore the awareness of the problem, the use of "problem type" approach, to develop students awareness of innovation and innovation, in order to comprehensively improve the quality of students lay a solid foundation. which the traditional language teaching challenges, which requires language teachers to build a new view of the language classroom in order to meet the development needs of students. So, the language " problem-based "teaching in the classroom teaching how to use it?
First, pay attention to the problem set
Language class of the problem, to text-based content and student circumstances, have a clear purpose. The key issues in the teaching office, thinking of turning point, the law of the inquiry. To ask the student's interest and knowledge of "hot spots", and only in this way, students can only set off the spark of innovative thinking.

Classroom problem setting, the most taboo is not as big problem, yet in the students' thinking into the ideal of improving the occasion of the time is not ripe, they rush to make some of the more esoteric, with research nature, which naturally makes it easy for students caught in a confused and I do not know why they thought the situation the same time, the language classroom should also be put an end to those questions questions and questions some alienation from the outside of the classroom topics small and trivial problem to provide students with a question mark before the exhausted a boring and hard to achieve the value of thinking, these problems also make the classroom into a kind of heterogeneous and disordered state of disarray. The "first light foot heavy" and "top-heavy" two form is easy to fall into the error ask questions in class. ask questions in class ideal model should be deep and shallow, the best combination of far and near, that the issue should be interesting, challenging and have sufficient ductility.

Second, to guide students who dare to challenge
Teachers as an ordinary readers and students to read the article, both the reading experience is often very close, if on this basis up to teach students, who lectures will be very boring, because you teach something that is chewed, and we generally understand the problem , failed to recognize the novelty and challenge thinking, and then kick the tires if rigidly applied teaching reference, the effect can only be boring and rigid, resulting language, multi-level thinking behind the no sex, language, no experience of the individual differences, and language scalability is not the rich content, and language teaching have terminated the vitality of the teacher and students to go beyond the common level of thinking, we did not pay attention to in-depth study of the place, seems no doubt at the question, so that "in the silent office listen to thunder "in order to break the mediocrity, and further stimulate students desire to learn.

Third, identify the entry point problem
Problem-the core of teaching and the key is the "problem" of design, the problem is learning the starting point. The problem must be able to elicit lessons learned the basics of points, the basic concepts, principles, etc., this should be the question design starting point. Teachers design problem should be able to effectively stimulate student's motivation to encourage students to actively explore and learn. Students with independent study such issues, problems in the learning process will be addressed, but on their own knowledge level, learning methods, learning strategies to make an objective evaluation, which will also help students' critical skills and reasoning ability . thinking only collisions can produce sparks, the truth more clearly, only more eloquent in the language of learning languages, often there will be some need for dialectical thinking and understanding of the issues. Links to free download http://www. hi138.com In fact, this problem is to stimulate the emergence of students 'conflict' awareness of effective entry point to seize and take advantage of this starting point, the analysis of both our students within the text of the thinking ability to appreciate the language, but also exercise coherent external representation of students of language ability.

In the study text <<lost Jieting>> when we combined after-school problems, "loss of Jie Ting, Whose Fault?" Discussed a result, some students think that is wise of a mistake in choosing the right people, and some Ma Su's students that is wrong is opinionated, so I mobilize the students themselves or from the textbook to find information on the basis of their point of view and ask questions of the debate is indeed both an in-depth study, based on the language of the text, so that the evidence-, split the Feelings, and some students even into the role, with a sort of years of thinking, the whole aspect of the three countries.

After such a multi-exchange, mutual inspiration, deep reflection, the students thinking they are the most active state. Not only our students thinking skills and verbal ability, and the most prone to "enlightenment", resulting in cognitive leap, to raise new questions, of course, some students not to discuss the problem, teachers need to explain, but this is a heuristic explanation . If the problem is not universal, pointing way to allow students to continue to solve their own class, or individual testimony to explain in class.

Fourth, students awareness of the problem
Zhu Xi said, "reading is no doubt who should teach there is doubt, there are those who doubt, have no doubt, to the side is the lack of progress here." Grade teacher Qian Meng said: "'challenge' questions is different from the 'orientation Q' questions The problem is no longer a 'directed', but must be done to 'find' is. "This language requires us to issue a new classroom teaching, we should focus on training students to identify problems of sensitivity, to develop students thinking "deep" to go on consciousness, first asking them to "challenge", which is important to improve students' reading ability strategy.

Each student has the intellectual curiosity, desire, desire and achievement, which is to generate interest in learning and thus form the basis of motivation in teaching teachers should strive to use a broad range of knowledge, careful and precise manner, amiable to teach state, vivid language , attractive way to inspire, induce, encourage students to ask questions, love and believe that every student, equal treatment of every student, every point of the students found that every point increase are given full recognition. to create such an environment : every student can always ask questions, express their views freely, regardless of their view is correct or not, will be taken seriously, and can be answered. This would enable students to develop mental health, positive doubt, questioning, gradually increase the innovation capacity In short, the teaching in the face of the student's problem, whether it comes in prepared, or unexpected, the teacher must act according to circumstances, seek truth from facts, properly addressed.

Fifth, students approach the problem
classroom teaching is a nothing more than an example, its purpose is to enable students to learn not only teaching, but the main thing is to conclude from the regularity of things, settled in the ability of students to learn by analogy analogy ancients said: to teach him to fish, rather teach him to fish , is the truth. To this end, teachers should be planned to help train students to ask questions of the ability and this ability is gradually training. leads to the problem by teaching the transition for students to ask questions. In addition, teachers in the teaching process, to train the student to "ask" the habit, the problem of knowledge as an important learning task in the usual habit of raising success, not in assault training. To this end, teachers can begin to "ask" as a practice layout down, such as : daily job to ask a few questions on the books, weekly in weekly to ask a few problems in life, a small monthly essay to ask a few social problems, while in class 5 minutes before classes will be classes, class activities, but also to create conditions for students to ask questions, to provide opportunities so accustomed to the training, students will naturally put the "Q" as a way of learning, with the "ask" the expansion and deepening of language capacity will continue to improve.

Therefore, the new classroom teaching in the language, "problem-" teaching to the spirit for all students, students focus on innovation for the purpose, practice autonomy, cooperation, explore new teaching ideas, lively language of the classroom construction teaching concept, a solid sense of innovation and to develop students ability to innovate, for the holistic development of students lay a solid foundation. Links to free download http://www.hi138.com