研究性学习中,关键性的步骤是,教师对整个知识发现的引领设计与组织安排.本设计的意义就在于,明确的提出了如下的引领发现学习的三步曲的设想:第一步归结为,先解决好学生容易处理的一些情形,把问题归结为较难处理的某个核心部分.对本例来说即为异号相加的情形;第二步分化困难,就是对这较难处理的核心部分,设法进行分解与分化,使再细分为比较容易解决的几种情形.本例即为把异号相加又分化为三型;第三步回顾与寻求解释,就是在对整个发现进行回顾、作出解释的过程之中,求得对知识内容的更好的理解.这三步曲,其实就是一种解题策略.而策略的意义就在于它的一般有用性. In research learning, the key steps are teachers’ guidance design and organization of the entire knowledge discovery. The significance of this design is that it clearly proposes the following three steps to lead discovery learning: the first step In order to solve some of the problems easily handled by the students, the problem is attributed to a difficult part of the core. For this case, it is the case of the addition of different signs; the second step is the difficulty of differentiation, which is more difficult to handle. The core part of the project seeks to decompose and differentiate, subdividing it into several more easily resolved cases. This example is to add and divide the different signs into three types; the third step to review and seek explanation is to In the process of reviewing and explaining, a better understanding of the content of knowledge is sought. This trilogy is actually a problem-solving strategy. The significance of strategy lies in its general usefulness.