一、设置情境,引导探究在特定情境下进行学习,更有利于学生科学探究活动。如在《热空气上升》一课,学生放飞比赛结束后,情绪高涨,很难让他们回到对上升原因的冷静思考。这时我秀了一把,以记者的身份问冠军:“我是电视台的记者, First, set the situation, and guide the exploration of learning in a particular context, more conducive to students science inquiry activities. As in the ”Hot Air Rising“ lesson, students are experiencing high sentiment after the game is over, making it hard for them to return to their calm thinking about the causes of their ascent. At this moment I showed a hand to ask the champion as a journalist: ”I am a reporter of a television station,