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1引言在探究式教学中,猜想是指学生接触到问题后,在已有的知识储备与生活感性经验的基础上,充分发挥想象力和创造力,对所要探究的问题提出的一种初步设想.猜想作为科学探究的一个环节有着举足轻重的地位,它对解决问题的方案作了一定的预见性思考,为收集信息、分析和解释信息提供了一个大致的框架,能够帮助探究者明确探究的内容和方向,指导探究沿预定的目标展开,避免探究的盲目性.[1]笔者根据猜想的思维水平将其分为两个层次,如表1
1 Introduction In inquiry-based teaching, conjecture refers to a tentative idea of the problem to be explored on the basis of the existing experience of knowledge reserve and life after students’ exposure to the question, and by giving full play to their imagination and creativity. As a pivotal part of scientific inquiry, the conjecture makes a certain predictive reflection on the solutions to the problems and provides a rough framework for collecting information, analyzing and interpreting information, and helps the researcher to make clear the content of inquiry And direction, to guide the exploration along the intended target, to avoid the blindness of inquiry. [1] The author divides it into two levels according to the level of thinking of conjecture, as shown in Table 1