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探究式实验教学法大体上可分为四个阶段:1.运用实验(或讲述)提出课题,激发学生的学习兴趣和探究、思考、求知的欲望;2.学生观察或进行一项(一系列)实验、记录、分析现象,并从中分析综合得出初步的实验结论;3.学生自己整理、探讨实验结果,并抽象概括出一般性结论或规律、原理;4.通过实验、练习、讲述,进一步发展引伸总结出规律,应用于解决实际问题或推导得出新的结论。瑞士教育心理学家皮亚杰曾认为:“一切真知都应由学生自己获得,或由他重新构建,而不是草率地传递给他。”教师在教学中实行“探究式”教学法,
Inquiry experiment teaching method can be roughly divided into four stages: 1. The use of experiments (or narration) proposed topics to stimulate students interest in learning and exploration, thinking, desire to know; 2 students observe or make a (a series ) Experiment, record, analyze the phenomenon, and from the analysis of the synthesis of the initial experimental conclusion; 3 students to organize, explore the experimental results and abstract general conclusions or rules and principles; 4 through experiments, exercises, narration, To further develop the extension summed up the law, applied to solve practical problems or derive new conclusions. Piaget, a Swiss educational psychologist, once said: “All true knowledge should be obtained by the students themselves or rebuilt by him, rather than passed on to him in a sloppy manner.” “Teachers practice” inquiry-style "teaching in teaching law,