笔者在平时的教学实践中,特别是九年义务教材试用以来,加大了实验教学的力度,将部分验证性实验和演示性实验,改进为学生的探索性实验,以“定向质疑、引导探索、反馈运用”教学形式贯穿实验课堂始终,取得了良好的效果。 这一教学形式,简单地说,就是教师以质疑形式提出探索目标或任务,学生独立探索;然后在教师的引导点拔下,继续探索,最后师生共同得到解答或得出结论的过程。教师并且根据实验情况的优劣,得以及时反馈,达得巩固运用,触类旁通的作用。具体实施如下: 一、针对重点,提出目标,定向质疑 在实验性教学活动中,教师要结合教学内容与学生的认识心理和认识水平,设计并提出具有启发性、科学性、可探索性的问题。问题一旦与学生已有知识、经验发生激烈矛盾冲突心理,就可以在愉快的、兴趣盎然的情景中,进入探索境界。 在人教版《生物》第一册（上）“实验七 观 In my usual teaching practice, especially since the trial of the nine-year compulsory teaching materials, we have increased the intensity of experimental teaching and improved some of the verification experiments and demonstration experiments into exploratory experiments for students. The feedback and use of "teaching forms throughout the experimental class have always achieved good results. This teaching form, simply put, is that the teacher puts forward exploration goals or tasks in the form of questioning, and the students explore independently; then they unplug them at the teacher’s guidance point, continue to explore, and finally the process in which the teachers and students get answers or draw conclusions. The teacher can feedback in time according to the merits of the experimental situation, and achieve the role of consolidating the use and comprehension. The specific implementation is as follows: I. Focusing on the key points and proposing goals. Targeted questioning In the experimental teaching activities, teachers should combine the teaching content with the students’ cognition and understanding level, and design and propose questions that are inspiring, scientific, and explorable. . Once the problem has a fierce contradiction and conflict with the students’ existing knowledge and experience, they can enter the realm of exploration in a happy and interesting scene. In the first edition of the People’s Education Edition “Biology” (above) “View of Experiment 7