突出“探究——研讨”过程 体现学生主体地位

Stress"Inquiry-Deliberation"Process, Embody Principal part of the Students

“探究——研讨”教学法,是美国兰本达教授倡导的一种新型自然教学法。教师引导学生对自然事物进行观察、描述和互相交流,使他们在头脑中形成对认识对象的解释的思维模式,并在实践中加以检验。教学中,首先,要以教学目标为导向,激发情趣,诱发“探究——研讨”的动机;其次,要精讲巧问,多次实践,教给学生探究方法;再次,要集思广益,协作发展,培养学生集体研讨的能力;最后,要创设条件,主动参与,为学生“探究——研讨”提供良好氛围。

Inquiry-Deliberation didactics is a new kind of natural didactics initiated by American professor Leonderd. The teacher guides the students to observe, describe the natural things and exchange their ideas to make them form thinking pattern of explaining what they observed and test what they thought in practice. In the process of teaching, first, we should treat the teaching goal as the guide, stimulate the student's interest, induce the motive of 'inquiry-deliberation'. In the next place, we should teach succinctly, ask ingeniously, practise more and teach the students the method of inquiry. Another, we should draw on collective wisdom and absorb all useful ideas, collaborate, develop, foster the student's ability of collective deliberation. Finally, we should create the condition in which the student's want to study and the good atmosphere of 'inquiry-deliberation' for the students.