论探究问题的明确

On the clarification of problem in inquiry instruction

问题与问题情境既相联系又有区别:问题产生于问题情境,有较为明确的变量未知关系,问题情境则是一种模糊的迷惑不解状态;探究教学时学生置身问题情境中,受到知觉整体性、分析能力低下、过强情绪的不利影响,不能形成真正的探究问题;引导学生从物体、条件、事件、属性四个方面对问题情境展开分析,是明确问题的有效途径。

Problems are both different from and related with problematic situation, i.e., a kind of dim and confusing status. A student is often hindered in the situation, and his ability, integrity, and emotions all become worse. Therefore, a punctual approach is needed to get the student to know the problematic situation in terms of object, condition, event and property.