论文部分内容阅读
一、对过于泛化,缺乏“真”问题的思考1.过于泛化,往往缺乏“真”问题探究始于问题,问题激发探究。然而并非所有的问题都适合用探究来解决。在实际的教学过程中,一些教师往往并不是从学生的实际出发,而是自己主观地想出一些问题来让学生进行探究;有的教师甚至是把一些完全不用或根本不适合探究的问题也在课堂上让学生进行探究。2.教师对学情把握不到位在探究教学中,我们往往看到一些探究的问题脱离学生的实际,关键在于教师
First, the over-generalization, the lack of “True ” thinking of the problem 1. Over-generalization, often lacking “True ” The question of inquiry began with the question, the question inspires exploration. However, not all problems are suitable for exploration. In the actual teaching process, some teachers often do not proceed from the reality of students, but they subjectively come up with some questions for students to explore. Some teachers even put some questions that are completely or not suitable for inquiry Have students explore in the classroom. 2. teachers grasp the situation is not in place In the teaching of inquiry, we often see some of the questions to explore from the student’s reality, the key is that teachers