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诱思探究教学是推动素质教育的有效理论和实践,它的主要论点在于变教为诱,变学为思,以诱达思,促进发展,达到提高教学效果。这就要求教师在课堂这一“主阵地”上充分体现“教师为主导,学生为主体,训练为主线,思维为主攻”的诱思教学思想。在优化教学过程中,达到“掌握知识,发展能力,陶冶品德”的目的。我在积极进行诱恩探究教学实验研究时,充分利用直观、逼真、形象的电教手段,使学生在动机、情感、形象、创造的激励之中,参与“教”与“学”的多边活动。
Temptation to explore teaching is to promote the effective theory and practice of quality education, its main argument is that teaching is temptation, change is thinking, to attract thinking, promote development, to improve teaching effectiveness. This requires teachers in the classroom this “main front ” fully embodies “teacher-led teaching, student as the main body, training as the main line, thinking is the main attack In the process of optimizing teaching, achieve the purpose of ”mastering knowledge, developing ability and cultivating moral character". When I am actively engaged in experimental research on gratitude inquiry teaching, I make full use of the visual teaching methods of visualization, vividness and image so that students can participate in the teaching of motivation, emotion, image and creation, Multilateral activities.