课堂提问是教师进行教与学双边活动的重要形式,是传授知识培养能力的有效途径。具有艺术性的提问,可以启发学生的联想思维,开阔思路,提高分析问题和解决问题的能力。下面就地理课提问的艺术性列举几例: 1.趣味提问。师问:民间流传这样一句话,“早穿棉袄午穿纱,围着火炉吃西瓜;”这是说什么地方?为什么这样形容?学生对这一问题产生了浓厚的兴趣,这时老师再给他们介绍我国最大的内陆盆地——塔里木盆地的气温、造成日温差大的原因以及新疆瓜果为什么特别甜等等,这样教比死板地按着课文顺序讲好得多。 2.探索提问。师问:南极洲为什么没有常住人口?学生自然联想起世界共有七大洲,其中六大洲都有常住人口,而南极洲却没有。因为南极洲属冰 Questioning in class is an important form for teachers to teach and learn about bilateral activities, and it is an effective way to impart knowledge training ability. Having artistic questions can inspire students’ associative thinking, broaden their ideas, and improve their ability to analyze problems and solve problems. Here are some examples of the art of asking questions about geography: 1. Interesting questions. Teacher: The folks spread such a saying: “I wear cotton in the afternoon and wear yarn around the afternoon to eat watermelon around the stove.” What did you say? Why did you describe it like that? The students had a keen interest in this issue. Then the teacher gave it again. They introduced China’s largest inland basin, the temperature in the Tarim Basin, the cause of the large temperature difference between Japan and Xinjiang, and why Xinjiang’s fruits and melons are particularly sweet. This way, teaching is much better than the rigid texts in the order of the texts. 2. Explore questions. Teacher’s question: Why is there no resident population in Antarctica? Students naturally think of seven continents in the world, of which six continents have a permanent population, while Antarctica does not. Because Antarctica is ice