课改十余年来,探究教学由最初热闹的活动走向了反思和深化,更加注重活动的实效。这里且呈现一位教师就同一内容两次实施探究教学的情况,对比分析其中的内在差异,以期揭示探究教学取得实效的要素所在。一、两次教学设计和实施情况一位教师在教授小学二年级科学课“小陀螺”时,经历了两次教学改进过程。第一次是在2001年,正值课改初期,由单纯的动手操作转化为尝试探究教学;第二次是在2006年,正值课改过程中, Less than ten years of curriculum reform, inquiry teaching from the initial lively activities to reflect and deepen, pay more attention to the effectiveness of the activities. There is also a situation in which a teacher conducts inquiry teaching on the same content twice and compares and analyzes the inherent differences so as to reveal the essence of inquiry teaching. One or two instructional design and implementation A teacher underwent two teaching improvement courses while teaching a second grade science class in Primary School. The first time was in 2001, at the beginning of the curriculum reform, from a simple hands-on operation to try to explore teaching; the second time in 2006, at a time when the curriculum reform,