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《科学课程标准》要求学生“能通过对身边自然事物的观察,发现和提出问题。能运用已有知识作出自己对问题的假想答案”;在情感态度与价值观的内容标准中要求学生具有“想知道,爱提问的情感”;在科学探究的内容标准中要求学生“知道科学探究涉及提出问题,解答问题,将自己的结果与已有的科学结论作比较。知道不同的问题要用不同的探究方法”等等。这些足以说明,课堂教学中对学生“问题”的优化和呈现策略的研究,在学生科学素养的形成和发展中有着重要的意义。笔者通过实践探索,对培养学生的问题素养,形成了一些优化和呈现的有效策略。
The Standard of Science Curriculum requires students to “discover and ask questions by observing the natural things around them, and make use of the existing knowledge to make their own hypothetical answers to questions”; to require students to have “think” in the content standards of emotional attitudes and values Know, and ask questions about emotions. “In the content standards of scientific inquiry, students are required to” know that scientific inquiry involves asking questions and answering questions and comparing their results with existing scientific conclusions. “To know different questions, use different inquiries Method ”and so on. All these are sufficient to show that the research on the optimization and presentation strategies of student “problems” in classroom teaching plays an important role in the formation and development of students' scientific literacy. The author through the practice of exploration, to cultivate the students' problem quality, formed a number of optimization and presentation of effective strategies.