笔者运用“疑·探”结合的教学方法,以“疑”为切入点,以“探”为关键点,以“能力”提高为落脚点,不断为课堂教学注入新的活力,从而拨动了学生的思维,点燃了学生探究的热情,提升了学生的综合能力。一“、疑”是教学的开端在课堂教学伊始,我首先创造问题情景,促使学 The author uses the combination of “suspects and detections” teaching methods to “suspect” as the starting point to “exploration ” as the key point to “ability ” to improve as the foothold, continue to inject into the classroom teaching New vitality, which drove the students’ thinking, ignited the enthusiasm of students to explore and enhance the overall ability of students. A “, suspect ” is the beginning of teaching At the beginning of the classroom teaching, I first create the problem scenarios to promote learning