【案例】在教授《植物的“血管”》一课时,我原有的教学设计是:通过猜想—假设—实验验证的方式让学生认识植物的茎。在课堂上,我刚提出猜想的问题:植物是怎样把从根部吸收来的水分输送到身体各个部分的呢?马上有一个学生高高地举起了小手,我最初认为他可能提出自己的假设,即使有所了解也是 【Case】 In my teaching “Plant’s” Blood Vessel ", my original teaching design was to let the students know the stem of the plant by means of conjecture-hypothesis-experimental verification. In class, I just asked the question of conjecture: How does the plant deliver the water absorbed from the roots to all parts of the body? Immediately a student raised his little hand high and I initially thought he might come up with his own hypothesis Even if you understand it