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科学探究,是学生积极主动地获取科学知识、认识和解决科学问题的重要实践活动。在小学科学教学中,为学生提供充分的探究机会,已经成为非常普遍的现象。不过,笔者参加了一些科学教学观摩活动后发现,有些探究活动看似热闹,实质上缺乏有效的探究点,达不到预期的效果。教师怎样在科学课上做好引路人的角色,有效介入、减少探究偏差,将探究学习活动引向深入呢?一、把握探究重点目标,寻找有效介入节点小学科学基本上是以探究为核心组织教材内容的,
Scientific inquiry is an important practical activity for students to actively acquire scientific knowledge, recognize and solve scientific problems. In primary science teaching, providing students with adequate opportunities for inquiry has become a very common phenomenon. However, after taking part in some science teaching and observation activities, I found that some inquiry activities seem lively and virtually lack effective search points, failing to achieve the expected results. Teachers how to guide the role of science in the course of the class, effective intervention, reduce the research bias, the inquiry learning activities in-depth? First, grasp the key objectives, to find effective intervention in elementary science is basically to explore as the core organization Textbook content