随着新课程实验的不断推进和发展,“自主、合作、探究”的学习方式已逐渐成为课堂教学中的亮点,“探究学习”博得了广大教师的青睐,很多教师在公开课中都尝试着让学生进行自主探究,主动获取知识。但在很多的课堂教学中,由于部分教师对“探究学习”在理解上产生了一定的偏差,造成了很多貌似热闹、自主的探究,实则流于形式,没有起到真正的探 With the continuous advancement and development of new curriculum experiments, the learning style of “autonomy, cooperation and inquiry” has gradually become the highlight of classroom teaching. “Inquiry Learning” won the favor of the majority of teachers and many teachers are in open class In the attempt to allow students to conduct their own research, take the initiative to acquire knowledge. However, in many classroom teaching, due to some teachers’ “inquiry learning” in the understanding of a certain deviation, resulting in a lot of seemingly lively, autonomous inquiry, but in fact the mere formality, did not play a true exploration