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探究式学习主要是指教师在教学中创建不同的教学情境,让学生通过自主学习或合作学习来解决设置的问题。这种教学手段因其能创设相应的教学情境,调动学生的主观能动性,调节课堂气氛,在一定程度上提高了教学效率。因此,积极研究探究式学习的教育手段能让课堂教学效率显著提高。但探究式学习毕竟是辅助的教育手段,应该适当使用,在探究式学习的课堂教学中要避免“一探到底”而致课堂教学本末倒置。
Inquiry-based learning mainly refers to teachers creating different teaching situations in teaching, allowing students to solve set-up problems through independent learning or cooperative learning. This teaching method can improve the teaching efficiency to a certain extent because it can create corresponding teaching situations, mobilize the subjective initiative of students, and adjust the classroom atmosphere. Therefore, actively studying the educational means of inquiry learning can make classroom teaching efficiency significantly improved. However, inquiry learning is, after all, an auxiliary education method and should be used properly. In the classroom teaching of inquiry learning, we should avoid “finding the end” and cause the classroom teaching to be reversed.