微探究是以问题为导向,以学生已有的知识和经验为基础的教学探究活动.微探究切入点的选择必须微小而有探究的价值,要能在激活学生思维处设问,要具有操作的可行性,关键还在于探究的“微化”处理.课堂上为学生创造“微探究”的机会,让“微探究”成为学生将知识转化为能力的重要载体,在问题解决的过程中,关注学生的思维策略、水平和思维品质,重 Micro-inquiry is a problem-oriented teaching exploration activity based on the existing knowledge and experience of students.Micro-exploring the choice of starting point must be small and inquiring value, to be able to ask in the activation of students’ thinking, to have the operation The key lies in the exploration of “micro ” the opportunity to create “micro-exploration ” in the classroom for “micro-exploration ” as an important carrier for students to transform knowledge into ability in Problem solving process, pay attention to the students’ thinking strategies, level and quality of thinking, weight