探究性学习是当前课改的热点,也是贯彻语文课程标准的一个难点,它倡导自主、合作、探究的学习方式,培养学生主动探究,团结合作,勇于创新的精神,注意为学生设计体验性和研究性专题,逐步培养学生探究性阅读和创造性阅读的能力。当前把探究性学习作为改革的突破口,具有深远的历史意义,但不少教师仍存在种种疑虑,担心这样的“探究”会影响考试成绩;于是,他们让学生一遍遍地写字词,抄答案,对于课后练习更是极为重视,课文讲解时强调,课后总结时圈点,更有甚者,让学生死记硬背答案——这样不仅加重了学生的学习负担,影响了学习效果,而且扼杀了学生学语文的兴趣,阻碍学生理解力、欣赏力的提高。本人在长期的教学实践中,总结出一些方法:一、精心导入,善于激疑亚里士多德说过:“思维自疑问和惊奇开始。”因此,在新课的导入设计上,教师要精心构思,善于激疑,以激发学生强烈的求知 Inquiry learning is a hot spot in curricular reform and also a difficult point in carrying out the standard of Chinese curriculums. It advocates autonomous, cooperative and exploratory learning styles, cultivates students ’active exploration, unity and cooperation, and brave in innovation. Attention should be paid to designing students’ experiences and Research topics, and gradually develop students’ ability to explore reading and creative reading. At present, exploratory learning as a breakthrough point in the reform has far-reaching historical significance. However, many teachers still have various doubts and fears that such “inquiry” will affect test scores; thus, they allow students to write words over and over again The answer is more emphasis on after-class practice, emphasizing the text when explaining, after-school summary points, even worse, let the students rote - This not only aggravates the student’s learning burden, affecting the learning effect, and Stifle students ’interest in learning Chinese, hinder students’ comprehension and appreciation. I am in the long-term teaching practice, summed up a number of ways: First, carefully imported, be good at the suspicion Aristotle said: “Thinking since the suspect and surprise.” Therefore, the introduction of the new lesson design, Teachers should be well conceived, good at doubt, in order to stimulate students’ strong knowledge