为了培养学生的思维品质,科学教材中设置了很多探究性的问题,但探究是否有效并不取决于老师有没有按教材把相关的探究活动做完,或者是学生们分组活动是否热闹,而是学生有没有真正学到东西。如果教师教得很辛苦,学生怎么也提不出学习的兴趣,那教学基本就是低效或无效的。在教学《使沉在水底的物体浮起来》一课时,就因一个学生的回答改变了既定的探究活动。【教学片断】师:同学们,前面我们已经知道把物体放入水中,有些会浮起来,有些会沉入水底。怎 In order to cultivate students’ thinking qualities, many inquiry questions are set in science textbooks. However, it does not depend on whether the teacher has finished the relevant inquiry activities according to the teaching materials or whether the students group activities are lively, but rather Students have not really learned anything. If teachers teach very hard, how students can not mention the interest of learning, then the teaching is basically inefficient or ineffective. In a lesson of “Floating a sinking object,” a given student’s response changed the established inquiry activity. 【Teaching Piece】 Teacher: Students, in front of we already know the object into the water, some will float, and some will sink into the water. How