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在教学过程中,教师应尽可能多地为学生提供探究的机会,激发学生在内心产生一种探究的欲望,自觉、主动地探索问题,获取新知,进而学会运用探究科学的态度去认识、发现和创造,为终身学习打下可持续发展的基础。一、课题猜想——引导探究的契入点课文的题目就是课文的“眼睛”。不少课文题目有能揭示中心、点明主旨的作用,从题目入手,引导学生探究,有利于契入文本,深刻地体会思想感情。例如,教学《高尔基和他的儿子》教学片断:师:读了题目你想知道什么?生1:高尔基是什么人?生2:他的儿子怎么样?生3:高尔基和他的儿子之间会有什么事发生?生4:写这样
In the process of teaching, teachers should provide as much as possible to explore opportunities for students to stimulate students to create a desire to explore, consciously and proactively explore the problem, access to new knowledge, and then learn to use scientific research to understand and discover And create, lay the foundation for sustainable development for lifelong learning. First, the subject of conjecture - lead the inquiry into the text of the problem is the text “eyes ”. A lot of text topics to reveal the center, point out the purpose of the role, starting from the title, to guide students to explore, is conducive to the text into the contract, a profound understanding of the feelings of thoughts and feelings. For example, teaching “Gorky and his son” teaching fragment: Teacher: Read the topic What do you want to know? Student 1: Who is Gorky? Student 2: How is his son? Student 3: Between Gorky and his son What happens? Health 4: Write this