一、问题的提出探究的几个环节是探究的一般程式,但如果探究教学只按程式不重思维,从根本上就失去了探究教学的意义。从听课和个人的教学实践看,“探究教学”在形式层面的还比较多,而如何通过探究的几个环节引导学生活动、激发学生思考、收集信息、整合生成 First, the question raised Several links to explore the general program of inquiry, but if the inquiry teaching only by program does not re-think, fundamentally lost the meaning of inquiry teaching. From the lectures and individual teaching practice, “inquiry teaching” is still more on the formal level, and how to guide students 'activities through several aspects of inquiry, to stimulate students' thinking, to collect information and to integrate and generate