一、背景新课程倡导的探究性学习方式,在课堂教学中如何落实和构建,是许多中学教师颇感困惑的。探究式学习一般都是围绕问题进行的。问题是探究式学习的驱动力,问题引发认知冲突,打破认知平衡,因此课堂教学上应努力通过创设科学合理的探究式问题情境,挑选更具立意的例习题,激发学生学习的兴趣,调动学生主体参与意识,使他们产生解决问题的内在心理需求,激发探究的欲望,主动地进行自学探究。而“微型探究”学习以“身”形较小,操作灵活,组织形 First, the background of the new curriculum advocated inquiry learning, how to implement and build classroom teaching, many secondary school teachers quite confused. Inquiry learning is generally around the problem. The problem is the driving force of inquiry-based learning. The problems lead to cognitive conflicts and break the cognitive balance. Therefore, classroom teaching should strive to inspire students’ interest in learning by creating more scientific and rational inquiry- To mobilize the awareness of students to participate in the main body, so that they have the psychological needs to solve the problem, to stimulate the desire to explore, take the initiative to carry out self-exploration. And “mini-inquiry ” learning “body ” shape smaller, flexible operation, organizational form