因为教材上一般没有“假设”这一环节,所以我们的老师在教学过程中也往往忘记了假设。在可以假设的前提下,我们有必要把课文中所缺的假设补起来。这至少有两大好处,一是可以让学生逐步领悟科学研究的基本程序(问题——假设——实验——结论),二是可以最大限度地训练学生的思维、想象能力以及创新精神。 比如《杠杆》一课,在提出“用什么方法能使这块很重的大石头移 Because teaching materials generally do not have “hypotheses”, our teachers often forget the assumptions in the teaching process. On the assumptions that can be assumed, we need to make up for the missing assumption in the text. There are at least two major advantages. First, students can gradually understand the basic procedures of scientific research (questions - hypothesis - experiment - conclusion), and second, they can maximize students' thinking, imagination and creativity. Such as “Leverage” lesson, in the "proposed ways to make this very heavy boulder