Abstract Through the “One Question per Lesson” column in the lecture plan, this paper encouraged students to ask written questions after class, led students to reflect and question, and solved problems that students didn’t know what to ask, dared not ask, and how to ask. Teachers gave written answers, classify entry, classroom comments, and let students file. Written questions were more effective and more real active learning feedback. In the course of the study, this paper divided the students’ questions into three categories: specific materials, theoretical methods and experiments. This paper reflected on the mistakes and omissions of teaching to remedy them, and designed the review class to solve the problems. Students’ questions promote teachers’ deep learning and deep teaching and research, which was conducive to improving their own quality.
CUI Yi-Cheng, CHEN Rong-Jing. Cultivating Students’ Ability to Ask Questions: Practice and Reflection on the Column “One Question per Lesson”[J]. Chinese Journal of Chemical Education, 2024, 45(5): 96-99.
