一、重视探究方案的设计,培养学生的科学意识在一些根据教材要求需要进行分组实验或演示实验的课上,教师往往是在提出问题后马上进入“操作程序”:先是分发实验器材;然后“指挥”学生,第一步干什么,第二步干什么;接着让学生分组汇报观察到的现象;最后师生一起分析这些现象,得出一个预设的结论,探究也就完成了。很少有教师在提出问题后、学生动手操作前,组织学生进行一番“怎样来研 First, attach importance to explore the design of the program to develop students’ scientific awareness In some textbooks require group experiments or demonstration experiments, teachers tend to immediately enter the “operational procedures” after asking questions: First, the distribution of experimental equipment; then “ Command ”students, what to do in the first step, and what to do in the second step; then let the students report the phenomenon in groups; finally, teachers and students analyze the phenomena together to arrive at a preset conclusion and the inquiry is completed. Few teachers ask questions, students practice before organizing students to some "how to study