语文阅读教学中如何引导学生质疑文章由刀豆文库小编整理，希望给你工作、学习、生活带来方便，猜你可能喜欢“语文教学要引导学生想”。
古人云：“学贵有疑，小疑则小进，大疑则大进。”宋代教育学家朱熹也说过：“读书无疑者，须教有疑，有疑者却要教无疑，到这里方是长进。”可见，疑是思之源，思是智之本。学会质疑是创新的开端，学会质疑是启智的关键。所以只有教学生学会质疑，才能激发他们的创造才能，才能引导学生用自己的智慧发现和解决问题。因此在语文阅读教学中，教师要教给学生质疑的方法，使学生寻疑有方。
一、对文章的标题进行质疑
俗话说：“题好文一半，”课题浓缩了整篇课文的精华，是文章的灵魂，可以帮助和加深学生对课文内容的理解。出示课题后，可以让学生说说你有什么疑问?这样，为学习课文设置了悬念，又激发了学生探究内容的兴趣，拓展了思维的广度和深度。如，出示《威尼斯的小艇》的课题后，老师问：“有什么问题要问吗?”有的同学说：“小艇是什么样子的?”“坐在小艇里舒服吗?”“小艇有什么作用?”“威尼斯的小艇和我们这里的船有什么区别吗?”“威尼斯的小艇多吗?”面对孩子们的质疑，老师抓住契机引导学生仔细读课文，学生们带着问题学习，激发了学生主动解疑的积极性，从而深入地理解了课文。
二、对重点词句进行质疑
读一篇文章只有抓住重点词、关键句子，一边读一边想，才能读懂文章。在精读课文时要求学生对重点词句进行质疑，尤其是那些与中心紧密相关的词句。如《将相和》中，蔺相如理直气壮地说：“我看您并不想交付十五座城。现在璧在我手里，您要是强逼我，我的脑袋和璧就一块儿撞碎在这柱子上!”“理直气壮、撞”能体现什么?《金色的鱼钩》中，“我端起搪瓷碗，觉得这个碗有千斤重，怎么也送不到嘴边。”一个碗怎么会有千斤重呢?为什么我觉得这个碗有千斤重?又如，《桥》中，课文写到老汉像一座山。为什么把老汉比作成一座山?比作其他的东西可以吗?如果能把这些重点的词句理解透彻，对文章中心的理解也就水到渠成了。
三、对文章的矛盾处进行质疑
在课文中常有看似矛盾，而实属精彩之笔的描写，在阅读过程中找出这些矛盾之处并加以质疑，可以帮助学生更加透彻地理解课文。如《军神》中，“手术台上，一向从容镇定的沃克医生，这次双手却有些颤抖，他额上汗珠滚滚，护士帮他擦了一次又一次。”
为什么一向从容镇定的沃克医生，这次双手却有些颤抖，而且他额上汗珠滚滚。《金色的鱼钩》中，老班长看着我们吃完，脸上的皱纹舒展开了，嘴边露出了一丝笑意。可是我的心里好像塞了铅块似的，沉重极了。为什么老班长嘴边露出了一丝笑意，而我的心情沉重极了?让学生们从矛盾之处细细推敲，从矛盾之中感悟，原来这一切其实并不矛盾，而是文章精彩之笔，含义深刻之处。当学生们读懂了这一个个矛盾之处，文章自然就读懂了，也学会了质疑的技巧。
四、在文章的空白之处质疑
爱因斯坦说：“想像力比知识更重要。”因为知识是有限的，而想象力是无限的，想象力是创造的前提和目标。它是一种酶，能够活化知识。在教学中可对课文情节进行补描，如《桥》中，小伙子被洪水吞没了。老汉似乎要喊什么?老汉会喊什么呢?《金钱的魔力》中，老板望了一眼，吹了一声轻快的口哨，老板为什么要吹口哨，他边吹，边想什么呢?在这里都可以让学生结合语境，对情节进行补描。还可对故事结尾进行推理，如《凡卡》中，学生读了凡卡写的信封“乡下，爷爷收”“康司坦丁·玛卡里奇”问：爷爷能收到信吗?会来接他回乡下吗?也可对文章细节进行拓展，如《威尼斯的小艇》课文第五段列举了小艇的作用，你还能根据自己对课文的理解和搜集的资料，补充小艇在人们的生活中还有什么作用?针对这样的问题，学生兴趣盎然，思维活跃了，他们联系上下文，进行合理的想象，学生自然而然地把书读“厚”了。
五、在标点符号处质疑
标点符号各有各的作用。因此，抓标点符号质疑，有利于理解文章所表达的思想感情。如在《草原》一文中，“走了许久，远远地望见了一条迂回的明如玻璃的带子---河!”为什么在河的后面加了感叹号?作者想表达什么呢?《穷人》中，桑娜脸色苍白，神情激动。她忐忑不安地想∶“他会说什么呢?这是闹着玩的吗?自己的五个孩子已经够他受的了„„是他来啦?„„不，还没来!„„为什么把他们抱过来啊?„„他会揍我的!那也活该，我自作自受„„嗯，揍我一顿也好!”此处，作者连续使用省略号，这些省略号起什么作用?通过细化质疑细节，逐步培养学生对文章的理解力，提高阅读能力。
六、对文章的结构，表达的方式进行质疑
每篇文章的布局，都是作者经过精心谋划的，引导学生对文章的结构、表达方式的质疑，对学生的写作大有帮助。如《再见了，亲人》中，为什么要列举大娘、小金花、大嫂三个人来写，写一个人行不行?前三段在写法上有没有共同之处?在《索溪峪的“野”》中，从全文上看作者采用了什么样的结构?每一段又采用了什么样的结构?这样的质疑，探究，既明确了文章的写作特点，又很快地梳理出文章的脉络，让学生很快地把握住文章的主旨。又比如在学习了一组文章后，可以进行文章与文章的横向比较，学完人教版六年级上册第一单元的《山中访友》和《春雨》后，可以比较两篇文章在表达方式的共同之处。还可以继续延伸，进行纵向比较，同样是写景的文章，这两篇文章和以前学过的《观潮》、《桂林山水》有什么不一样。这样的质疑、探究，对学生今后的写作是一个良好的铺垫。爱因斯坦说：“提出一个问题往往比解答一个问题更重要。”在语文阅读教学中，让学生在疑问中学习，让质疑、解疑成为课堂的主旋律，那才是高质量的课堂。
The ancients cloud: “you have doubt, doubt is small, big big into doubt.” The education in the song dynasty, zhu xi also said: “reading this, you must teach suspected, but YiZhe will teach, no doubt, here is to grow.” Visible, yi is the source of thought, thought is the soul of wisdom.Learn to doubt is the beginning of innovation and to question is the key to the instruction.So only teach students to learn to question, to stimulate their creation ability, to guide students to use their own wisdom find and solve the problem.So in the Chinese reading teaching, teachers should teach students the way of questioning, causes the student to find suspected.One, to question the title of the article As the saying goes: “half piece,” subject concentrated the eence of the whole text, is the soul of the article, can help and deepen students' understanding of the text.After present topic, can let the students say: do you have any questions? So, to learn the text set up the suspense, and stimulate the students' interest in exploring content, expand the breadth and depth of thinking.Such as, show me the boat in Venice, subject, the teacher asked: “what questions to ask?” Some clamates said: “what is boat look like?”“Comfortable sitting in the boat?”“What's the boat for?”“Venice of the boat and what is the difference between the ship here us?”“Venice of the boat?” In the face of the children's questions, the teacher seize the opportunity to guide students to read the text carefully, the students with questions, stimulate the students' initiative enthusiasm of disambiguation, thus understanding the text.Second, to question the key words and sentences Read an article only catch the key words and key sentences, read and think, to read the article.When we read the intensive articles require students to question of key words, especially those closely related to the center of words.Such as “and”, Lin xiangru's rightfully said: “I see that you don't want to deliver 15 cities.Choi in my hand now, if you force me, my head and wall smashed together in this post!”“Justly, hit” can reflect? “The golden hook,”“I end up enamel bowls, think of the bowl with one thousand catties, how also can not send her mouth.” How could a bowl one thousand jins weight? Why do I feel this bowl with one thousand kg? As another example, “the bridge,” wrote the text man like a mountain.Why the man compared to a mountain? Compared to other things can be? If we can put these key words to understand thoroughly, the understanding of article center on autopilot.Three, the contradiction of the article in question Has a tendency to the paradox in the text, and is a wonderful pen, find out the contradictions in the proce www.daodoc.com www.daodoc.com www.daodoc.com“walk for a long time, the distance to a circuitous Ming such as gla ribbon-river!” Why add the exclamation mark in the back of the river? What does the author want to convey? “The poor”, zona pale and emotional.Uneasy to her, “what will he say? Is this a joke? Her five children he is enough...is he coming?...no, it hasn't come yet!...why held them to come over?...he will beat me!That also deserve, I deserved...well, beat me all right!” Here, the author use ellipsis in a row, what role the ellipsis? Through detailed questions about the details, and gradually cultivate students understanding of the article, improve their reading ability.Six, the structure of the article, the manner of expreion for questioning The layout of each article, the author carefully planning, guide the student to the article structure, expreion, is a great help to the students' writing.Such as “goodbye, loved ones,” why do you want to list the big niang, little golden flower, sister-in-law three people to write, write a pedestrian? The first three on the writing have in common? In the “wild” SuoXiYu, look from the full text the author adopts the structure of what? Each paragraph and use the what kind of structure? Such question, explore, both the writing characteristics of articles, and quickly create the thread of the article, let the students quickly grasp the main idea of the article.Again after learning a set of articles, for example, can be compared with that of the article, learn perfect version of the sixth grade top volume for the first unit of “visiting friends in the mountains” and “spring rain”, you can compare two articles in the way of things in common.Still can continue, longitudinal comparison, also is the scenery of the article, these two articles and learned before “the bore”, “guilin landscape” have what different.Such questions, to explore, to the student writing is a good preparation in the future.Einstein said: “ask a question often is more important than to solve a problem.” In the Chinese reading teaching, let the students learning in the question, make questions, disambiguation claroom theme, that is the quality of the claroom.
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