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在科学课不断改革过程中,在听公开课的时候都能欣喜地看到学生在老师的引导下,亲身经历了一个又一个探究实验,课堂气氛活跃。但是慢慢地发现我们的常态课课堂就出现了这样的倾向:因为老师对教材的不理解,对学生前概念的不了解、对实验材料准备不到位,而使科学课出现了活动的形势化,课堂探究也仅仅留于表面,有时甚至会出现明显的科学错误。面对这种情
During the continuous reform of the science class, when listening to the open class, we can see with delight that under the guidance of the teacher, the students experienced one after another inquiring experiment and the class atmosphere was active. However, we gradually found that our normal classroom appeared the tendency that teachers did not understand the teaching materials, did not understand the preconceptions of the students, did not get ready for the experimental materials, , Classroom inquiry is only on the surface, and sometimes even obvious scientific mistakes. In the face of this situation