在“热传递”教学中,对练习册中一道习题:怎样证明空气是热的不良导体?我以前的教法是教师说学生记,缺少实验验证.为了体现“科学学习要以探究性学习为核心”的教学理念,让学生主动参与学习.我对这一内容作了调整,设计了一个学生探究实验.1提出问题在“热传递”教学中,学习了传 In the “Heat Transfer” teaching, an exercise in the workbook: How to prove that the air is a bad conductor of heat? My previous teaching method was that the teacher said student records and lacked experimental verification. In order to reflect that “scientific learning should be based on inquiry learning. The core “teaching concept allows students to take the initiative to participate in learning. I made adjustments to this content and designed a student inquiry experiment. 1 Asking questions In ”heat transfer" teaching, I learned to pass