摘要

隨著新課程的改革與素質教育的不斷深入，培養學生創新思維和創新精神已成為素質教育的重要目標。而問題意識又是培養學生創新意識和創新能力的切入點和關鍵。但目前我國課堂教學中學生問題意識很薄弱，且呈現出隨著年齡的增長和年級的上升，學生對提問的欲望反而下降的趨勢。學生缺乏問題意識，不敢提問、不會提問、沒有機會提問的現象在課堂教學中非常普遍。本文試圖從培養學生問題意識的積極意義，課堂教學中學生問題意識薄弱的現狀及成因進行分析，然后有針對性的提出培養學生問題意識的可行性策略。讓學生真正置身于學習的主體地位，開啟他們心智的大門，使之從有疑到無疑再產生新疑。  

關鍵詞：問題意識；教學意義；成因分析；可行性策略

Abstract

　　　Along with the new curriculum reform and the development of quality education, the cultivation of students' innovative thinking and innovation has become the important goals of quality education. While the consciousness of problem and training students' innovative consciousness and innovative ability of the cut-in point and the key. But at present, our classroom teaching students' question consciousness is weak, and presents the growth as the age and grade increasing, students to question desires instead downward trend. Students' lack of problem awareness, dare not ask questions, not, no opportunity to ask questions of the phenomenon is very common in classroom teaching. This paper attempts to cultivate the students' question awareness of the positive meaning of classroom teaching on the students, weak consciousness of question and analyzes their causes, then put forward the feasible strategies of cultivating students' question consciousness. Let students in learning the subject status, opening their minds from the gate, there is doubt no doubt suspect to give rise to a new.

Key words: Consciousness of question;The significance of teaching;Cause analysis;Feasibility of the strategy