一是创设问题载体,树立情景意识。良好的问题情景容易唤起学生的探究欲望和探究兴趣,以问题为载体创设教学,点燃学生思维的激情,是探究活动是否成功的先决条件。问题可以直接提出,可以由展示一个案例,创设一种情景或介绍一些背景引出。例如在学习用双氧水制氧气的实验时,学生不理解二氧化锰的催化作用,教师就可以让学生设计实验探究二氧化锰在这个反应中的作用,学生 First, create a carrier of the problem and establish a sense of situation. Good situation is easy to arouse students ’desire to explore and explore their interest. Using questions as a carrier to create teaching and ignite the passion of students’ thinking is a prerequisite for exploring the success of the activity. The problem can be put forward directly, which can be led by presenting a case, creating a scenario or introducing some background. For example, when learning oxygen in hydrogen peroxide experiments, students do not understand the catalysis of manganese dioxide, and teachers can let students design experiments to explore the role of manganese dioxide in this reaction. Students,