从生活现象入手,基于学生的背景知识,通过老师引导,学生观察、分析等认知过程,得出结论。这样的教学过程体现了学生的主体地位,老师的指导作用,而且重视与生活、生产实践的联系。不但培养了学生分析、归纳、总结的能力,而且学生作出各种假设有利于学生发散思维的培养,有利于创造性思维的培养。 Starting from the phenomenon of life, based on the students’ background knowledge, through the teacher guidance, student observation, analysis and other cognitive processes, draw conclusions. This teaching process reflects the student’s dominant position, the teacher’s guiding role, but also attaches importance to life, production practice. Students not only cultivate the ability to analyze, summarize, summarize, and students make assumptions conducive to the development of divergent thinking of students is conducive to the cultivation of creative thinking.