“自行探究”就是给学生足够的时间,使学生能够自主地开展观察、实验、研讨,然后自己综合、归纳、概括,获得结论。让学生“自行探究”,目的是让学生充分利用自己的感官进行感知,培养学生思考问题的习惯,训练他们分析问题、解决问题的能力。 对于如何放手让学生“自行探究”,我曾有过模糊的认识,认为“自行探究”就是让学生根据课文的要求,自己去观察、实验、研讨,归纳得出结果,教师只要最后把正确的结论概括地写在黑板上,让学生记下来就行了。只强调了“自行”,却忘掉了“指导”。结果“自行探究”变成了“放任自流”。最后,学生是一无所获。比如,我刚开始教《自然》第十一册第七课《杠杆》这一课时,就是这样让学生“自行探究”的,“自行探究”后,要学生说说发现了什么?学生都摸不着头脑,他们的答案是“这堂课真好玩”。 “Self-exploration” is to give students enough time to enable students to conduct their own observations, experiments, discussions, and then synthesize, summarize, summarize, and draw conclusions. Allow students to “explore their own”, the purpose is to allow students to make full use of their senses to sense, cultivate students' habits of thinking problems, training them to analyze and solve problems. I have had a vague understanding of how to let go of students to explore on their own, that “self-exploration” is to allow students to observe, experiment, discuss and draw their own results according to the requirements of the text, teachers as long as the final correct The conclusion is written down on the blackboard so that the student can remember it. Only emphasized the “own”, but forgot the “guidance.” The results of “self-exploration” has become “let it flow.” In the end, students find nothing. For example, when I first started teaching “Leverage” in Lesson 7 of “Eleventh Book of Nature,” I asked the students to “probe into themselves.” What should students find out after “exploring for themselves?” Do not mind, their answer is “this lesson really fun.”