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进行探究学习、培养学生的探究能力是高中生物教学的基本目标。本文以“基因的分离定律”为例,介绍了问题式探究学习的实施过程和效果。主要论述在实际教学中如何以教师预设问题为主线,引导学生提出问题和解决问题。《高中生物课程标准》要求学生具备初步的探究能力,包括:提出问题、作出假设、作出预期、设计可行性实验方案、实施方案搜集数据、处理数据作出合理判断等。“基因的分离定律”一节,再现了孟德尔豌豆杂交试验的完整探究过程,有大量的事实资料。
Inquiring learning and cultivating students’ inquiry ability are the basic goals of high school biology teaching. In this paper, “gene separation law ” as an example, introduces the implementation process and effect of question-based inquiry learning. The main discussion in the actual teaching how to teachers presumed problems as the main line, guide students to ask questions and solve problems. The High School Biology Curriculum Standards require students to have initial inquiry skills, including: asking questions, making assumptions, making expectations, designing feasibility experiments, implementing programs to collect data and processing data to make sound judgments. “Gene Separation Law ” section, reproduce Mendelian pea hybridization test of the full exploration process, a large number of factual data.