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人类的探究与发现,总离不开具体的现实基础。因而,我们很多的课堂探究活动往往借助模拟的现实情境,引导学生再现“发现”的过程,从而建构有效而又深刻的知识结构。同时,这一“发现”过程也为他们运用获得的知识解决现实问题提供了真实的模板。然而,有些课堂为了达成“发现”的目的,人为制造的一些“虚拟”事实,“美化”的数据严重失实,偏离了探究学习的现实基础,误导了学生探究学习的方向。如何夯实探究学习的基点,下面以“可能性”教学片断为例谈谈自己的想法。一、教学片断【片断一】为了验证等可能性问题,教师组织学生开展“转”硬币活动,看看出现正、反面的情况。两人一组,一个“转”硬币,一个统计,且每人转10次。约4分钟左右,各组基本完成,汇报“转”的情况。
Human exploration and discovery can not be separated from concrete reality. Therefore, many of our classroom inquiry activities often use simulated reality situations to guide students to reproduce “Discovery ” process, so as to construct an effective and profound knowledge structure. At the same time, this “discovery” process also provides a real template for them to apply the acquired knowledge to solve real problems. However, in some classrooms, the data of artificially created “virtual ” and “beautification ” are seriously inaccurate in order to achieve “discovery ”, deviating from the realistic foundation of inquiry learning and misleading students to explore the direction of learning . How to consolidate the basic point of inquiry learning, the following to “Possibility ” teaching fragments as an example to talk about their own ideas. First, the teaching piece [piece] In order to verify the possibility of such problems, teachers organize students to carry out “turn ” coin activities to see the positive and negative situation. A group of two, a “turn ” coin, a statistic, and each turn 10 times. About 4 minutes or so, the basic completion of each group, reporting “transfer ” situation.