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在提倡素质教育的今天,提高学生的实验探究能力,是学好物理的一个重要环节。探究性课堂教学是否能取得实效,归根到底是由学生是否参与、怎样参与来决定的,同时只有学生主动参与,才能使课堂充满生机。这就要求教师在领会探究性课堂教学实质的基础上,随机应变,灵活处理教学过程中出现的各种问题,设计合理可行的探究性教学,使学生的知识获得、积累与能力的发展始终处于一种良性循环状态,这样就可以使探究性课堂教学进入理想的境界。
In today’s education to promote quality education, to improve the ability of students to explore is an important part of learning physics. Whether inquiry-based classroom teaching can achieve actual results depends on whether students participate and how they participate. At the same time, only when students take the initiative to participate can the classroom be full of vitality. This requires teachers to grasp the essence of inquiry-based classroom teaching, adapting to changes, adapting to various problems arising in the teaching process flexibly, and designing reasonably feasible inquiry-based teaching, so that students’ knowledge acquisition, accumulation and ability development are always at one A kind of virtuous cycle, so that you can make inquiry into the ideal classroom teaching.