“自主、合作、探究”是新课标积极倡导的一种学习方式,多年来,一线教师在努力探索研究,使之真正地为教学服务。但在教学中,由于时机把握不准确,失去了“自主、合作、探究”的最佳时机,从而使其流于形式,那么,怎样才能让“自主、合作、探究”更实在、更有效呢?下面就以“四边形”的教学片段为例与大家探讨。某教师在教学“四边形”时有这样一个环节:教师在课件上展示给学生多种多样的四边形:有长方形、正方形、平行四边形、菱形 “Autonomy, cooperation, exploration ” is a kind of learning actively advocated by the new curriculum standards. For many years, front-line teachers are trying their best to research and make them serve for teaching. However, in teaching, because of the inaccurate timing, the best time of “autonomy, cooperation and inquiry” is lost, so that it becomes a mere formality. So how can we make “autonomy, cooperation and inquiry” more concrete? , More effective? Here to “quadrilateral ” teaching fragment as an example to discuss with you. A teacher in teaching “quadrilateral ” when there is such a link: Teachers in the courseware to show students a wide range of quadrilateral: a rectangle, square, parallelogram, diamond