在学习任何一种新知识之前,每个学生头脑中都具备了自己所特有的认知基础、知识经验与社会阅历等,也说是我们所说的“前科学概念”。现在的学生接触面广、获取信息渠道宽,有许多是教师都无法企及的。同时,在学习活动中动态生成的探究内容,对学习者个体而言,也正是“现实的、有意义的、富有挑战性的”。因此,作为教师要善于发现孩子感兴趣的事物,及时捕捉、积极引导,促使探究资源在动态中生成。一、从日常生活中捕捉在孩子的日常生活中,在孩子与周围人、事、物的互动过程中 Before learning any kind of new knowledge, each student’s mind has its own unique cognitive foundation, knowledge and social experience, and so on. It is also what we call “pre-scientific concepts.” Nowadays, students have a wide range of contacts and access to information channels. Many of them are beyond the reach of teachers. At the same time, the inquiry content that is dynamically generated in the learning activities is also “real, meaningful and challenging” to the individual learner. Therefore, as a teacher, he should be good at discovering the things that children are interested in, catch them in time and guide them actively so as to promote the exploration of resources in a dynamic state. First, capture from everyday life In children’s daily life, in the process of interaction between children and people, things and things around them