随着新课程改革的不断深入,物理教材中科学探究的内容非常丰富,学生进行科学探究活动兴趣很浓,但随着教学的进行,我们越来越感觉到学生提出问题的能力较差,不能提出有效的问题。大多数的探究活动,由教师来提出问题,然后再来进行探究,科学探究的质量就打了很大的折扣。学生提出问题的能力成了制约提高科学探究学习水平的一个瓶颈。一、重视学生提出问题的现实意义学生提出问题能力的高低反映了学生的思维是 With the continuous deepening of the new curriculum reform, the content of scientific inquiry in physics textbooks is very rich. Students are very interested in conducting scientific inquiry activities. However, with the progress of teaching, students are more and more likely to feel that they have poor ability to ask questions and can not Put forward effective questions. Most of the inquiry activities, teachers to ask questions, and then to explore, the quality of scientific inquiry hit a big discount. The ability of students to ask questions has become a bottleneck restricting the level of scientific inquiry learning. First, attach importance to the practical significance of the students to ask questions The level of ability to ask questions reflects the students’ thinking is