一、优化课堂教学,提供学生质疑的机会。情趣相生、“理”犹未尽的课堂教学不仅能激发学生学习科学的兴趣,还能促动学生积极投入地思考。学生眼中每一个疑惑,每一次不经意的质疑,都表明学生已经思索和探究,对此教师不宜以“定论”一概答之。比如,在教学《植物的茎》时,有一位同学就发问说:“缠绕茎植物怎么晓得旁边有竹杆呢?它有眼睛吗?” First, to optimize classroom teaching, to provide students the opportunity to question. Interests and students, “reason” still outstanding classroom teaching can not only stimulate students interest in learning science, but also motivate students to actively devote themselves to thinking. Every doubt in the eyes of students, every inadvertently questioned, have shown that students have to think and explore, which teachers should not be “determined conclusion” all the answers. For example, when teaching “The Stem of a Plant,” one of the students asked the question, “How do you know if there is bamboo next to a stem plant? Does it have eyes?”