启发式教学的本质在于启发学生的思维,决不是形式上的一问一答。对于自然课来说,通过实践向学生提出所要研究的问题,是一种较好的启发思维的方法。现在谈一谈我在自然教学实践中的几点作法。一、激发学习兴趣,调动学生思维的积极性。直观形象的自然实验,很容易激发学生的学习兴趣。教师在此基础上,引导学生去思索,探讨新问题,便能调动学生思维的积极性。当讲自然第一册大气压力的概念时,开始学生每人都做一个很简单的小实验:吸吮出钢笔套内或小玻璃瓶内的空气,钢笔套或小玻璃瓶就会悬挂于唇上。学生首先感到很有趣。接着教师再演示盛满水的水杯,将一块硬纸板盖住杯口,把杯子倒过来或侧转,硬纸板不掉下来,杯里的水也不流出来的实验,学生就更想知道出现这些奇妙的现象的道理。这时,教师立即引出大气压力的概念,并提出问题让学生思考:“是不是凡有大气存 The essence of heuristic teaching is to inspire students' thinking, which is by no means a formal question or answer. For the nature class, it is a good way to inspire thinking by putting forward the questions to be studied to students through practice. Now I talk about my practice in the teaching of nature. First, to stimulate interest in learning, mobilize the enthusiasm of students thinking. Natural experiment of visual image, it is easy to stimulate students' interest in learning. Teachers on the basis of this, to guide students to think, explore new issues, we can mobilize the enthusiasm of students thinking. When talking about the concept of atmospheric pressure in the first volume, students begin to do a very simple experiment for each person: sucking out the air in the pen holder or small glass bottle, the pen holder or small glass bottle will hang on the lip . Students first feel very interesting. Then the teacher showed a glass filled with water again, covered a cup of cardboard with a piece of cardboard, turned the cup upside down or sideways, did not fall off the cardboard, and the water in the cup did not flow out, and the students wanted to know more The truth of these wonderful phenomena. At this time, teachers immediately lead to the concept of atmospheric pressure, and ask questions for students to think: "is not where the atmosphere exists