探究式学习:学生知识的自主建构 摘要:探究式学习是本次课程改革中的一个特别引起一线老师关注的课题。但随着新课改的深化,实践中出现了各种困惑与误区。在有的探究活动中,学生只是遵照老师制订的方案,根据老师规定的步骤,探究老师提出的问题,生成老师想要的结论。探究式学习的本质是学生知识的自主建构,学生探究过程中自主性的丢失导致探究式学习失去了它的灵魂。开展探究式学习,必须紧紧抓住学生知识建构的自主性这一核心问题,对探究式学习进行更加深化的上位思考。关键词:探究式学习;学生知识;自主建构Abstract:Inquiry learning is a key problem in today’s curriculum reform, which attracts great attention by teachers from classrooms. But as the curriculum reform developing in depth, there appears some puzzles and misleading. In some activities of inquiry, students only follow the programs and steps set by teachers, inquire the questions put forward by teachers and draw conclusions teachers require. The nature of inquiry learning is self-determined construction of students’ knowledge. But the loss of students’ subjectivity in inquiry learning makes the loss of the soul of inquiry learning. Therefore, the self-determined construction is the key point in inquiry learning , which requires our deep thinking of it.Key words: inquiry learning;students’knowledge;self-determined construction 一、两个探究案例案例1:“请严格根据老师规定的步骤和要求来开展探究活动!”水在加热过程中温度变化规律的探究科目:科学地点:自然教室,每四人一小组坐在实验桌前,每桌上有烧杯、温度计、计时表、酒精灯、三角支架、加热垫、印有空白表格的纸、印有空白二维坐标系的纸各一个。老师:同学们,玻璃杯中装的是什么?学生:水。老师:很好。今日我们这节小学科学课要讨论的问题就是水在加热过程中温度变化的规律。老师:接下来,就请同学们来讨论一下,水在加热过程中温度的变化有什么规律。首先,我要问问大家,用什么测量水的温度呀?学生:温度计。老师:对,用温度计。现在,我们就用温度计来测一测一杯水在加热过程中,水的温度是怎样变化的?...