学案作为学习知识的一种载体,让学生有了更多参与自主学习的机会。但很多教师设计学案时,只是将学案设计成课本知识的填空,学生也只是机械的从课本中找答案,没有思考和研究的价值。基于学科核心素养的课堂,要让学生成为思考者,而不是欣赏者。这就要求教师善于把知识转变成合理的问题,激发学生思考,再获得知识。正如叶圣陶先生提到:“教师之为教,不在全盘授予,而在相机诱导”。将“诱思——探究”理念融入学案教学,使课堂教学上升到教师为主导、学生为主体 Case study as a carrier of learning, so that students have more opportunities to participate in self-learning. However, when many teachers design their case studies, they simply design their case studies into the blank of textbook knowledge. Students are only mechanically looking for answers from textbooks and have no value in thinking and studying. Classroom based on core academic qualifications, let the students become a thinker, not an admirer. This requires that teachers be good at turning knowledge into reasonable questions, inspire students to think and then gain knowledge. As Mr. Ye Shengtao mentions: “Teachers are taught, not granted in full, and are induced in the camera.” Will “lured thinking - inquiry ” concept into the case teaching, the classroom teaching up to the teacher-led students as the main body