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一个“好的”、“有效的”的导入,就如等待一位京剧演员的亮相,门帘一挑,漂亮转身,眼怒瞪嗓一亮,真真美极好极,顿赢满堂彩。于学生而言,这样的导入就如期待一场探险,步步被“诱”入彀中,但挖掘真相的好奇心也愈来愈重,渐入“我想学习”、“我必须弄清楚”的心理临界,这样讲授新课就水到渠成了。要达到如此境地,必须打造有“悬念”的导入,让学生在悬念中引发探究,驱动学习。一、借力考古文物,设置悬念
A “good ”, “effective ” import, just like waiting for the appearance of a Beijing opera actress, a curtain pick, beautiful turn, eyes staring loudly, very beautiful very good, Don win full house . For students, such an introduction is like looking forward to an expedition, step by step, “lure” into the net, but digging the truth of the curiosity is getting heavier and heavier, “I want to learn”, “ I have to figure out the psychological threshold so that teaching a new class is a matter of course. To achieve such a situation, we must create a ”suspense" import, so that students in the suspense caused by inquiry, driving learning. First, leveraging archeology, set suspense