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教师在探究教学中的作用有两层含义:一是设置有利于学生进行探究学习的环境;二是提供充分的帮助和指导,以确保学生经过探究后成功地发现科学概念或原理。这两种含义表明,探究课各阶段的活动都要求教师发挥主观能动性和创造性,由此教师的主体地位才得以确立,从而发挥学生的积极性和创造性,确立学生的课堂主体地位。那么怎样才能充分发挥教师在探究课中的作用,更好地激发学生学习兴趣,拓展学生学习思路,增强学生创新意识,为学生的“学法”服务呢?一、创设问题情境,激发学生学习兴趣亚里士多德曾说过“人的思想是从疑问开始的”恰到好处的提问可以揭露学习认识中的矛盾,引起学生的探究欲望,激发学生去积极思维,使学生情绪处于最佳状态。
The teacher’s role in inquiry teaching has two meanings: one is to set up an environment conducive to students’ inquiry learning; the other is to provide adequate help and guidance to ensure that students successfully discover scientific concepts or principles after inquiry. These two meanings show that all the activities in the inquiry class require the teachers to play a subjective initiative and creativity, so that the dominant position of the teacher can be established, so as to give full play to the enthusiasm and creativity of the students and establish the dominant position of the students in the classroom. So how can we give full play to the role of teachers in the inquiry class to better stimulate students’ interest in learning, expand students’ learning thinking and enhance their sense of innovation so as to serve their students’ learning methods? Students interest in learning Aristotle once said “people’s thinking is from the beginning of the question ” just right question can reveal the contradiction in learning to recognize, arouse students’ desire to explore, stimulate students to positive thinking, so that student emotions in Best state.