1准确设置问题能培养学生的探究精神问题设置的目的是引导学生朝着正确的方

1准确设置问题能培养学生的探究精神<br>问题设置的目的是引导学生朝着正确的方向积极探索，培养学生良好的创新能力和探究能力。教师在提问时必须准确无误。如果问题设置不准确或模棱两可，会给学生的思维造成不必要的障碍，影响学生的思维，甚至打击学生回答问题的积极性，甚至可能导致学生不思考的不良后果。学生只有准确地设疑，才能激发强烈的学习兴趣，激活思维，愉快地进入探索新知识的学习过程，使教学事半功倍<br>2针对重点、难点、重点设置问题，激发学生丰富的想象力。一般来说，课堂提问应该是新旧知识衔接的重点。教材的重点和难点往往是教学的重点。在这里设置问题，既能引起学生对知识重点和难点的关注，又能带动学生积极探索，拓宽学生思维，合理设置问题，还能减少和解决重点和难点的难度，消除学生的恐惧，有利于培养学生分析问题、解决问题的能力，也有利于学生创造性思维的实践。这就要求教师在提问时要把握一定的程度，不要太清楚，不要太深奥，要在知识的重点、重点、理解的难点、思维的转折点发问，既能突出重点，又能分散难点，帮助学生消除学习障碍，培养学生良好的思维习惯和积极性，形成优秀的思维品质<br>下课时，教师应根据知识体系提出新问题，使新旧知识有机衔接，激发学生对新知识的渴望，为下一节课的教学做充分的认知需要，从而产生积极的思维，以使课堂气氛跌宕起伏。因此，教师在数学课堂教学中必须精心设置问题，通过问题来触发<br>学生们能更容易地回答问题。

1准确设置问题能培养学生的探究精神<br>问题设置的目的是引导学生朝着正确的方向积极探索，培养学生良好的创新能力和探究能力。 教师在提问时必须准确无误。 如果问题设置不准确或模棱两可，会给学生的思维造成不必要的障碍，影响学生的思维，甚至打击学生回答问题的积极性，甚至可能导致学生不思考的不良后果。 学生只有准确地设疑，才能激发强烈的学习兴趣，激活思维，愉快地进入探索新知识的学习过程，使教学事半功倍<br>2针对重点、难点、重点设置问题，激发学生丰富的想象力。 一般来说，课堂提问应该是新旧知识衔接的重点。 教材的重点和难点往往是教学的重点。 在这里设置问题，既能引起学生对知识重点和难点的关注，又能带动学生积极探索，拓宽学生思维，合理设置问题，还能减少和解决重点和难点的难度，消除学生的恐惧，有利于培养学生分析问题、解决问题的能力，也有利于学生创造性思维的实践。 这就要求教师在提问时要把握一定的程度，不要太清楚，不要太深奥，要在知识的重点、重点、理解的难点、思维的转折点发问，既能突出重点，又能分散难点，帮助学生消除学习障碍，培养学生良好的思维习惯和积极性，形成优秀的思维品质<br>下课时，教师应根据知识体系提出新问题，使新旧知识有机衔接，激发学生对新知识的渴望，为下一节课的教学做充分的认知需要，从而产生积极的思维，以使课堂气氛跌宕起伏。 因此，教师在数学课堂教学中必须精心设置问题，通过问题来触发<br>学生们能更容易地回答问题。

Setting questions accurately can cultivate students' spirit of inquiry<br>The purpose of question setting is to guide students to actively explore in the right direction and cultivate students' good innovation ability and inquiry ability. Teachers must be accurate in asking questions. If the question setting is not accurate or ambiguous, it will cause unnecessary obstacles to the students' thinking, affect the students' thinking, even hit the students' enthusiasm to answer questions, and even lead to the adverse consequences of students not thinking. Only when students set questions accurately can they stimulate their strong interest in learning, activate their thinking, and happily enter the learning process of exploring new knowledge, so that teaching can get twice the result with half the effort<br>2. Aiming at the key, difficult and key setting problems, stimulate students' rich imagination. Generally speaking, classroom questioning should be the focus of the connection between new and old knowledge. The emphasis and difficulty of teaching materials are often the focus of teaching. Setting problems here can not only arouse students' attention to the key and difficult points of knowledge, but also drive students to actively explore, broaden students' thinking and set problems reasonably. It can also reduce and solve the difficulty of key and difficult points and eliminate students' fear. It is conducive to cultivate students' ability to analyze and solve problems, and it is also conducive to the practice of students' creative thinking. This requires teachers to grasp a certain degree when asking questions, not too clear, not too abstruse, to ask questions in the key points of knowledge, key points, difficulties of understanding, and turning points of thinking, which can not only highlight the key points, but also disperse the difficulties, help students eliminate learning obstacles, cultivate students' good thinking habits and enthusiasm, and form excellent thinking quality<br>At the end of the class, teachers should put forward new problems according to the knowledge system, so that the new and old knowledge can be organically linked up, students' desire for new knowledge can be stimulated, and sufficient cognitive needs can be made for the teaching of the next class, so as to produce positive thinking and make the classroom atmosphere ups and downs. Therefore, teachers in mathematics classroom teaching must carefully set up problems, through the problem to trigger<br>Students can answer questions more easily.<br>