在教学《食盐哪里去了》一课中学生分组汇报实验结果时,有的组得出“糖溶解于水”的结论,有的小组得出“糖不溶解于水”的结论。到底孰是孰非,我没有充当裁判的角色,直接判断谁对谁错,而是让事实说话。我让持有两种不同观点的双方各派一名代表到讲台前把自己那组做的实验再做一遍。让同学们共同来找答案。认为“糖溶解于水”的一方代表用小勺盛了一小勺的糖放人盛水的烧杯中,然后用玻璃棒搅拌了几下,糖不见了。这时持有不同观点的同学又在一块争执起来。我这时还是没有发表意见,而是让另外一个同学再把实验做一遍。这位同学 In the teaching “Where did salt go” class reported the results of the experiment in groups, some groups came to the conclusion that “sugar dissolves in water”, and some groups conclude that “sugar does not dissolve in water.” In the end what is right or wrong, I did not act as a judge, directly judge who is right, but let the fact speak. I let each of the two parties, holding two different points of view, send a representative to the rostrum to do the experiment again. Let students come together to find the answer. The one who thinks “sugar dissolves in water” represents that a teaspoonful of sugar is placed in a water-filled beaker with a teaspoon and stirred with a glass rod for several seconds before the sugar is gone. At this time students hold different views in a dispute again. At this time I still did not express an opinion, but let another classmate to experiment again. This classmate