一、防教材至上教材只是一个依托,但不能“至上”。有的教师要求学生对照课本看看实验一怎么做,做完实验一,再看实验二怎么做……最后还不忘填上统一的结论。这样做完全没有必要,教学中,我们应摆脱教材的束缚,让学生自行探索。记得在一次优质课观摩活动中,一节《毛细现象》给大家留下了很深的印象。老师先引导学生观察餐巾纸一端浸在红水里产生了什么现象, First, anti-textbook teaching material is only a support, but can not “supreme ”. Some teachers ask students to control the textbook to see how to do an experimental one, done the experiment one, look at the experiment two how to do ... Finally did not forget to fill in a unified conclusion. It is totally unnecessary to do so. In teaching, we should get rid of the shackles of teaching materials and let students explore on their own. I remember in a quality class activities, a “capillary phenomenon” left a deep impression for everyone. The teacher first to guide students to observe one end of the napkin immersed in the red water what phenomenon,