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探究的一般过程为“发现问题一提出假说一验证假说一得出结论”。可以看出作为中间环节的“提出假说”前承感性材料的判断和分析,后启科学理论和体系。针对目前大部分学生不会或不善于提出有效假说的现状,利用“三环一表”模式法,以教材所提供的资源为案例,引导学生明确假说的概念和提出假说的一般步骤,让“提出假说”不再神秘,同时强化学生在探究能力习得方面的自我效能感,促进提出假说能力的提升。
The general process of inquiry is to “find a problem and put forward a hypothesis-a verification hypothesis to come to a conclusion”. We can see the judgment and analysis of the “presumptive hypothesis” as the intermediate link, and then introduce the scientific theory and system. In view of the fact that most students are not or are not good at proposing effective hypotheses, they use the “three-ring-one-table” model method and use the resources provided by textbooks as a case to guide students to clarify the concept of hypotheses and general steps to propose hypotheses. Let the “propose hypothesis” is no longer mysterious, and at the same time strengthen the students’ self-efficacy in the exploration of ability acquisition, and promote the ability to raise the hypothesis.