一、同一问题,多向思维 人们对事物往往是从多角度、多渠道加以认识的,学生学习知识也是一样。教师绝不能将问题拟出唯一的答案,让学生被动地去接受,而应反复引导学生进行多向思维,找出几个或多个答案,以扩展学生的知识面,进而形成创新能力。如教《叶的蒸腾作用》一课,对“植物不断蒸发水分,对其自身有什么意义”这一问题,教师就不能将单一的答案告诉学生,而应让学 First, the same problem, multi-way thinking People often know things from multiple perspectives, multi-channel to understand, students learn the same knowledge. Teachers must not formulate the only answer to the question so that students passively accept it. Instead, they should repeatedly guide students to conduct multi-directional thinking and find out a few or more answers to expand students' knowledge so that they can form innovative capabilities. As a lesson on the “transpiration of leaves,” a teacher can not tell students a single answer to the question “what does it mean for plants to evaporate water continuously,”