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一、创设多种认知冲突,激发探究兴趣1.改静态演示实验为动态学生实验,以动激疑在实际教学中,学生的知识形成过程不是简单被动接受的过程,而是学生已有认知与教师的引导信息发生碰撞而迸发出的思维火花,再通过师生间进一步的沟通而上升为理性思考,从而获取新的认知的过程。只有这样,学生获得的知识才不易遗忘,学生才会真正感受到科学的独特魅力,才会以热爱生活的眼光来对待身边的事物,对身边的现象不再熟视无睹,使学生感
First, the creation of a variety of cognitive conflicts, to stimulate interest in exploring 1 change static demonstration experiment for dynamic student experiments, in order to move doubt In the actual teaching, the student’s knowledge formation process is not a simple passive acceptance process, but students have recognized The spark of thinking that collides with the teacher’s guidance information and then goes up to rational thinking through the further communication between teachers and students so as to acquire a new cognitive process. Only in this way, the students get the knowledge is not easy to forget, students will truly feel the unique charm of science, will love life to treat the things around, no longer ignore the phenomenon around, so that students feel