人们常说:人生就是与时间赛跑。强调时间的重要性固然没错,但盲目求快就会迷失出发时的初衷。看看我们的科学课堂,自课改以来,科学探究这一名词早已从最初的鲜活灵动的青春美少女变成了暮气沉沉的白发老妪。科学探究的四部曲:提出问题—作出假设—寻找证据—得出结论,也被众多老师演绎了一遍又一遍。但很多的课堂教学通常都是直奔得出结论这一终极目标而去的,之前的三步完全是为最后一步的功德圆满而服务的。这样的探究也就成为一个空壳,有其形而无其 People often say: life is racing against time. While emphasizing the importance of time is right, blind pursuit of speed will lose the original intention of departure. Look at our science class, since the curriculum reform, the term scientific inquiry has long been from the initial fresh and agile youthful girl turned into a dreary gray-haired old man. The Four Elements of Scientific Inquiry: Asking Questions - Making Hypotheses - Finding Evidence - Drawing conclusions, also interpreted by many teachers over and over again. However, most classroom instruction is usually directed toward reaching the ultimate goal of conclusion. The previous three steps are entirely satisfactory for the final step of merit. This inquiry also becomes an empty shell, its shape and without