語(yǔ)文閱讀教學(xué)中如何引導(dǎo)學(xué)生質(zhì)疑文章

古人云：“學(xué)貴有疑，小疑則小進(jìn)，大疑則大進(jìn)。”宋代教育學(xué)家朱熹也說(shuō)過(guò)：“讀書無(wú)疑者，須教有疑，有疑者卻要教無(wú)疑，到這里方是長(zhǎng)進(jìn)?！笨梢?，疑是思之源，思是智之本。學(xué)會(huì)質(zhì)疑是創(chuàng)新的開端，學(xué)會(huì)質(zhì)疑是啟智的關(guān)鍵。所以只有教學(xué)生學(xué)會(huì)質(zhì)疑，才能激發(fā)他們的創(chuàng)造才能，才能引導(dǎo)學(xué)生用自己的智慧發(fā)現(xiàn)和解決問(wèn)題。因此在語(yǔ)文閱讀教學(xué)中，教師要教給學(xué)生質(zhì)疑的方法，使學(xué)生尋疑有方。一、對(duì)文章的標(biāo)題進(jìn)行質(zhì)疑俗話說(shuō)：“題好文一半，”課題濃縮了整篇課文的精華，是文章的靈魂，可以幫助和加深學(xué)生對(duì)課文內(nèi)容的理解。出示課題后，可以讓學(xué)生說(shuō)說(shuō)你有什么疑問(wèn)這樣，為學(xué)習(xí)課文設(shè)置了懸念，又激發(fā)了學(xué)生探究?jī)?nèi)容的興趣，拓展了思維的廣度和深度。如，出示《威尼斯的小艇》的課題后，老師問(wèn)：“有什么問(wèn)題要問(wèn)嗎”有的同學(xué)說(shuō)：“小艇是什么樣子的”“坐在小艇里舒服嗎”“小艇有什么作用”“威尼斯的小艇和我們這里的船有什么區(qū)別嗎”“威尼斯的小艇多嗎”面對(duì)孩子們的質(zhì)疑，老師抓住契機(jī)引導(dǎo)學(xué)生仔細(xì)讀課文，學(xué)生們帶著問(wèn)題學(xué)習(xí)，激發(fā)了學(xué)生主動(dòng)解疑的積極性，從而深入地理解了課文。二、對(duì)重點(diǎn)詞句進(jìn)行質(zhì)疑讀一篇文章只有抓住重點(diǎn)詞、關(guān)鍵句子，一邊讀一邊想，才能讀懂文章。在精讀課文時(shí)要求學(xué)生對(duì)重點(diǎn)詞句進(jìn)行質(zhì)疑，尤其是那些與中心緊密相關(guān)的詞句。如《將相和》中，藺相如理直氣壯地說(shuō)：“我看您并不想交付十五座城。現(xiàn)在璧在我手里，您要是強(qiáng)逼我，我的腦袋和璧就一塊兒撞碎在這柱子上!”“理直氣壯、撞”能體現(xiàn)什么《金色的魚鉤》中，“我端起搪瓷碗，覺得這個(gè)碗有千斤重，怎么也送不到嘴邊?！币粋€(gè)碗怎么會(huì)有千斤重呢為什么我覺得這個(gè)碗有千斤重又如，《橋》中，課文寫到老漢像一座山。為什么把老漢比作成一座山比作其他的東西可以嗎如果能把這些重點(diǎn)的詞句理解透徹，對(duì)文章中心的理解也就水到渠成了。三、對(duì)文章的矛盾處進(jìn)行質(zhì)疑在課文中常有看似矛盾，而實(shí)屬精彩之筆的描寫，在閱讀過(guò)程中找出這些矛盾之處并加以質(zhì)疑，可以幫助學(xué)生更加透徹地理解課文。如《軍神》中，“手術(shù)臺(tái)上，一向從容鎮(zhèn)定的沃克醫(yī)生，這次雙手卻有些顫抖，他額上汗珠滾滾，護(hù)士幫他擦了一次又一次?！睘槭裁匆幌驈娜萱?zhèn)定的沃克醫(yī)生，這次雙手卻有些顫抖，而且他額上汗珠滾滾?！督鹕聂~鉤》中，老班長(zhǎng)看著我們吃完，臉上的皺紋舒展開了，嘴邊露出了一絲笑意?？墒俏业男睦锖孟袢算U塊似的，沉重極了。為什么老班長(zhǎng)嘴邊露出了一絲笑意，而我的心情沉重極了讓學(xué)生們從矛盾之處細(xì)細(xì)推敲，從矛盾之中感悟，原來(lái)這一切其實(shí)并不矛盾，而是文章精彩之筆，含義深刻之處。當(dāng)學(xué)生們讀懂了這一個(gè)個(gè)矛盾之處，文章自然就讀懂了，也學(xué)會(huì)了質(zhì)疑的技巧。四、在文章的空白之處質(zhì)疑愛因斯坦說(shuō)：“想像力比知識(shí)更重要?！币?yàn)橹R(shí)是有限的，而想象力是無(wú)限的，想象力是創(chuàng)造的前提和目標(biāo)。它是一種酶，能夠活化知識(shí)。在教學(xué)中可對(duì)課文情節(jié)進(jìn)行補(bǔ)描，如《橋》中，小伙子被洪水吞沒(méi)了。老漢似乎要喊什么老漢會(huì)喊什么呢《金錢的魔力》中，老板望了一眼，吹了一聲輕快的口哨，老板為什么要吹口哨，他邊吹，邊想什么呢在這里都可以讓學(xué)生結(jié)合語(yǔ)境，對(duì)情節(jié)進(jìn)行補(bǔ)描。還可對(duì)故事結(jié)尾進(jìn)行推理，如《凡卡》中，學(xué)生讀了凡卡寫的信封“鄉(xiāng)下，爺爺收”“康司坦丁·瑪卡里奇”問(wèn)：爺爺能收到信嗎會(huì)來(lái)接他回鄉(xiāng)下嗎也可對(duì)文章細(xì)節(jié)進(jìn)行拓展，如《威尼斯的小艇》課文第五段列舉了小艇的作用，你還能根據(jù)自己對(duì)課文的理解和搜集的資料，補(bǔ)充小艇在人們的生活中還有什么作用針對(duì)這樣的問(wèn)題，學(xué)生興趣盎然，思維活躍了，他們聯(lián)系上下文，進(jìn)行合理的想象，學(xué)生自然而然地把書讀“厚”了。五、在標(biāo)點(diǎn)符號(hào)處質(zhì)疑標(biāo)點(diǎn)符號(hào)各有各的作用。因此，抓標(biāo)點(diǎn)符號(hào)質(zhì)疑，有利于理解文章所表達(dá)的思想感情。如在《草原》一文中，“走了許久，遠(yuǎn)遠(yuǎn)地望見了一條迂回的明如玻璃的帶子---河!”為什么在河的后面加了感嘆號(hào)作者想表達(dá)什么呢《窮人》中，桑娜臉色蒼白，神情激動(dòng)。她忐忑不安地想∶“他會(huì)說(shuō)什么呢這是鬧著玩的嗎自己的五個(gè)孩子已經(jīng)夠他受的了……是他來(lái)啦……不，還沒(méi)來(lái)!……為什么把他們抱過(guò)來(lái)啊……他會(huì)揍我的!那也活該，我自作自受……嗯，揍我一頓也好!”此處，作者連續(xù)使用省略號(hào)，這些省略號(hào)起什么作用通過(guò)細(xì)化質(zhì)疑細(xì)節(jié)，逐步培養(yǎng)學(xué)生對(duì)文章的理解力，提高閱讀能力。六、對(duì)文章的結(jié)構(gòu)，表達(dá)的方式進(jìn)行質(zhì)疑每篇文章的布局，都是作者經(jīng)過(guò)精心謀劃的，引導(dǎo)學(xué)生對(duì)文章的結(jié)構(gòu)、表達(dá)方式的質(zhì)疑，對(duì)學(xué)生的寫作大有幫助。如《再見了，親人》中，為什么要列舉大娘、小金花、大嫂三個(gè)人來(lái)寫，寫一個(gè)人行不行前三段在寫法上有沒(méi)有共同之處在《索溪峪的“野”》中，從全文上看作者采用了什么樣的結(jié)構(gòu)每一段又采用了什么樣的結(jié)構(gòu)這樣的質(zhì)疑，探究，既明確了文章的寫作特點(diǎn)，又很快地梳理出文章的脈絡(luò)，讓學(xué)生很快地把握住文章的主旨。又比如在學(xué)習(xí)了一組文章后，可以進(jìn)行文章與文章的橫向比較，學(xué)完人教版六年級(jí)上冊(cè)第一單元的《山中訪友》和《春雨》后，可以比較兩篇文章在表達(dá)方式的共同之處。還可以繼續(xù)延伸，進(jìn)行縱向比較，同樣是寫景的文章，這兩篇文章和以前學(xué)過(guò)的《觀潮》、《桂林山水》有什么不一樣。這樣的質(zhì)疑、探究，對(duì)學(xué)生今后的寫作是一個(gè)良好的鋪墊。愛因斯坦說(shuō)：“提出一個(gè)問(wèn)題往往比解答一個(gè)問(wèn)題更重要?！痹谡Z(yǔ)文閱讀教學(xué)中，讓學(xué)生在疑問(wèn)中學(xué)習(xí)，讓質(zhì)疑、解疑成為課堂的主旋律，那才是高質(zhì)量的課堂。Theancientscloud:"youhavedoubt,doubtissmall,bigbigintodoubt."Theeducationinthesongdynasty,zhuxialsosaid:"readingthis,youmustteachsuspected,butYiZhewillteach,nodoubt,hereistogrow."Visible,yiisthesourceofthought,thoughtisthesoulofwisdom.Learntodoubtisthebeginningofinnovationandtoquestionisthekeytotheinstruction.Soonlyteachstudentstolearntoquestion,tostimulatetheircreationability,toguidestudentstousetheirownwisdomfindandsolvetheproblem.SointheChinesereadingteaching,teachersshouldteachstudentsthewayofquestioning,causesthestudenttofindsuspected.One,toquestionthetitleofthearticleAsthesayinggoes:"halfpiece,"subjectconcentratedtheessenceofthewholetext,isthesoulofthearticle,canhelpanddeepenstudents'understandingofthetext.Afterpresenttopic,canletthestudentssay:doyouhaveanyquestionsSo,tolearnthetextsetupthesuspense,andstimulatethestudents'interestinexploringcontent,expandthebreadthanddepthofthinking.Suchas,showmetheboatinVenice,subject,theteacherasked:"whatquestionstoask"Someclassmatessaid:"whatisboatlooklike""Comfortablesittingintheboat""What'stheboatfor""Veniceoftheboatandwhatisthedifferencebetweentheshiphereus""Veniceoftheboat"Inthefaceofthechildren'squestions,theteacherseizetheopportunitytoguidestudentstoreadthetextcarefully,thestudentswithquestions,stimulatethestudents'initiativeenthusiasmofdisambiguation,thusunderstandingthetext.Second,toquestionthekeywordsandsentencesReadanarticleonlycatchthekeywordsandkeysentences,readandthink,toreadthearticle.Whenwereadtheintensivearticlesrequirestudentstoquestionofkeywords,especiallythosecloselyrelatedtothecenterofwords.Suchas"and",Linxiangru'srightfullysaid:"Iseethatyoudon'twanttodeliver15cities.Choiinmyhandnow,ifyouforceme,myheadandwallsmashedtogetherinthispost!""Justly,hit"canreflect"Thegoldenhook,""Iendupenamelbowls,thinkofthebowlwithonethousandcatties,howalsocannotsendhermouth."HowcouldabowlonethousandjinsweightWhydoIfeelthisbowlwithonethousandkgAsanotherexample,"thebridge,"wrotethetextmanlikeamountain.WhythemancomparedtoamountainComparedtootherthingscanbeIfwecanputthesekeywordstounderstandthoroughly,theunderstandingofarticlecenteronautopilot.Three,thecontradictionofthearticleinquestionHasatendencytotheparadoxinthetext,andisawonderfulpen,findoutthecontradictionsintheprocessofreadingandquestioned,andcanhelpthestudentsamorethoroughunderstandingofthetext.Suchas"god'sarmy","theoperatingtable,alwayscalmcalmwalker,adoctor,butthehandstrembled,hisforeheadsweatrolling,nursetohelphimtocleantheagainandagain."Whyalwayscalmcalmwalker,adoctor,butthehandstrembled,andthesweatonhisforehead."Thegoldenhook,"theoldmonitorwatchingwehadfinished,wrinklesstretchopened,andhismouthwithasmile.Likethepluglead,butmyheartissoheavy.Whyoldmonitormouthrevealedasmile,andmymoodissoheavyThoughtful,letthestudentsfromthecontradictionofthecontradictionbetweencomprehension,originalallthisactuallynotcontradiction,butwonderfulpen,deepmeaning.Whenthestudentsreadthecontradictions,readthearticles,alsolearnedquestioningskills.Four,inthearticletheblankofthequestionEinsteinsaid:"imaginationismoreimportantthanknowledge."Becauseknowledgeislimited,butimaginationisinfinite,imaginationisthepremiseofcreationandgoals.Itisakindofenzyme,canactivation.Inteachingcanbetrace,plotthetextsuchas"thebridge,"theyoungmanwasengulfedbytheflood.TheoldmanseemedtoshoutTheoldmanwouldshoutwhat"Themagicofmoney,"thebosscastaglance,blewabriskwhistle,whydidthebosswhistling,hesideblowing,whilethinkingHerecanletstudentsincombinationwithcontext,plotfortracing.Canalsobeattheendofthestoryreasoning,suchas"allCARDS",thestudentsreadthewritteneverycardenvelope"inthecountry,grandpaclosed""kangsitemple,Carrie,"q:grandpacanreceivetheletterWillcometopickhimbackCanalsobeusedtoexpandthearticledetails,suchastheboatinVenice,thetextparagraph5liststheboat,youcanalsoaccordingtotheirownunderstandingofthetextandcollectingthedata,supplementtheboatwhatroleinpeople'slivesAccordingtothisproblem,studentsinterest,activethinking,theircontext,reasonableimagination,studentsnaturallyreadthebook"thick".Fifth,questionedthepunctuationmarksPunctuationmarkseachhaveeachrole.Therefore,graspthepunctuation,ishelpfultounderstandthethoughtsandfeelingsexpressedbythearticle.Suchasinthecontextof"theprairie","walkforalongtime,thedistancetoacircuitousMingsuchasglassribbon-river!"WhyaddtheexclamationmarkinthebackoftheriverWhatdoestheauthorwanttoconvey"Thepoor",zonapaleandemotional.Uneasytoher,"whatwillhesayIsthisajokeHerfivechildrenheisenough...ishecoming...no,ithasn'tcomeyet!...whyheldthemtocomeover...hewillbeatme!Thatalsodeserve,Ideserved...well,beatmeallright!"Here,theauthoruseellipsisinarow,whatroletheellipsisThroughdetailedquestionsaboutthedetails,andgraduallycultivatestudentsunderstandingofthearticle,improvetheirreadingability.Six,thestructureofthearticle,themannerofexpressionforquestioningThelayoutofeacharticle,theauthorcarefullyplanning,guidethestudenttothearticlestructure,expression,isagreathelptothestudents'writing.Suchas"goodbye,lovedones,"whydoyouwanttolistthebigniang,littlegoldenflower,sister-in-lawthreepeopletowrite,writeapedestrianThefirstthreeonthewritinghaveincommonInthe"wild"SuoXiYu,lookfromthefulltexttheauthoradoptsthestructureofwhatEachparagraphandusethewhatkindofstructureSuchquestion,explor