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读《教学仪器与实验》2004年第12期李军老师的文章《新课标培养学生“科学探究能力”的实践》(以下简称“李军老师文”),我在为之叫好的同时又想起自己曾经看过的国外一课堂案例,感慨万千,现整理成文。【课例】国外某小学生乔治把喷水壶放在教室外面窗台上的时候盛满了水。过了几天,喷水壶里面的水几乎都没有了。他觉得很奇怪,因此,科学课一开始,乔治就问道:“是不是有人把喷水壶里的水喝了?是不是有人把它倒了?”这时,乔治的老师格林小姐并没有回答他的问题,而是问学生们:“水跑到哪里去了?”玛丽认为,如果没有同学去动喷水壶,那一定是他们的宠物仓鼠威利
After reading “Teaching Instruments and Experiments” 2004, Jun. 12th, Li Jun’s article “The Practice of the New Curriculum Standard to Cultivate Students’ Scientific Inquiry Ability” (hereinafter referred to as “Li Jun teacher writing”). I remembered the case of a foreign class that I had watched and filled with emotion. 【Exemplification】 George, a foreign pupil, filled the water with a spray bottle on the sill outside the classroom. After a few days, the water in the spray bottle was almost gone. He found it strange that, at the beginning of the science class, George asked: “Is anyone drinking the water from the spray bottle? Has anyone fallen it?” George’s teacher, Miss Green, did not answer. Instead of asking his questions, he asked the students: “Where is the water running?” Mary believes that if there is no student to spray the can, it must be their pet hamster Willie.