随着新课程改革的不断深入,教师的教学观念和教学实践正在发生变化,教师对课程和新教材有了一定的适应性,能够在自己的教学实践中探索和实践新课程所倡导的合作、探究与交流的学习方式,尝试多元性、过程性和发展性评价。以培养学生创新精神、实践能力为主的研究性学习,在新课改理念指导下,势必会产生新的变化,出现新的特点。一、问题性——开展探究性教学,培养创新能力新的课程标准认为,研究性学习是指学生通过自己提出问题、研究问题,去了解知识的产生和发展过程,并通过自己的努力分析问题和解决问题。所以,问题是研究性学习的载体,也是核心和关键。在教学中,教师要精心创设对学生具有思考价值的问题与情境,采用“问题解决式”的探究、发现教学法,培养学生演绎思维和创新思维的能力。要善于在无疑处设疑,在无疑处生惑,营造一种可供学生积极探索的创造氛围,精心铺设台阶,把学生引入到“设疑-分析探究-质疑发现-解疑-产生新的 With the deepening of new curriculum reform, teachers’ teaching concepts and teaching practice are changing. Teachers have some adaptability to the curriculum and new teaching materials, and can explore and practice the cooperation advocated by the new curriculum in their own teaching practice. Explore and communicate learning styles, and try multiple, procedural and developmental evaluations. In order to cultivate students’ innovative spirit and practical ability, research study will inevitably bring about new changes and new features under the guidance of the new curriculum reform concept. First, the problem - to carry out inquiry teaching and cultivate innovative ability The new curriculum standards that research-based learning refers to students through their own problems, research problems, to understand the process of knowledge generation and development, and through their own efforts to analyze the problem And solve the problem. Therefore, the problem is the carrier of research learning, but also the core and the key. In teaching, teachers should elaborately create problems and situations that have thinking value for students, and use ”problem-solving formula“ to explore, find teaching methods and cultivate students’ ability of deductive thinking and innovative thinking. We should be good at doubtlessly suspecting doubtlessness, creating a creative atmosphere for students to actively explore, laying down the steps carefully and introducing the students to them. ”Setting up doubts - analyzing and exploring - questioning and finding - resolving - creating new