仇丽君

摘要因地下水深处地下，学生鲜少有机会认识，其神秘性吸引儿童想了解、想知道、想一探究竟。根据儿童的认知特点，紧扣科学课的“理”和“趣”，用由浅入深的一个个问题驱动教学，让学生在朝向未知的探索中深度经历，展开深度探究，达成教学目标。课堂学习流程体现着执教教师为达成预定目标所做的精巧的“排兵布阵”：合适的学习流程，是产生深度学习的前提;精当的实验设计，提供深度学习的可能;教学中“无法预约的精彩”的产生，需要有良好的教育理解力、敏感的教学捕捉力，以及推波助澜的教学机智，让师生共享深度学习的精彩。

关键词理趣课堂;学习流程;深度学习

中图分类号：G424文献标识码：ADOI：10.16400/j.cnki.kjdk.2021.36.011

Teaching Record and Analysis of Groundwater

QIU Lijun

（Jiangsu Nantong Haimen New Education Primary School，Nantong，Jiangsu 226100）

Abstract：Because the groundwater is deep underground，students rarely have the opportunity to know，and its mystery attracts children to want to know，know and explore. According to children，s cognitive characteristics，closely follow the "reason" and "interest" of science courses，and drive teaching with problems from shallow to deep，so as to enable students to experience in-depth exploration towards the unknown，carry out indepth exploration and achieve teaching objectives. Classroom learning process reflects the exquisite "troop arrangement" made by teachers to achieve the predetermined goal：appropriate learning process is the premise of deep learning;Sophisticated experimental design provides the possibility of in-depth learning;The emergence of "wonderful without reservation" in teaching requires good educational understanding，sensitive teaching capture，and teaching wit，so that teachers and students can share the wonderful of in-depth learning.

Keywords：rational and interesting classroom;learning process;deep learning

1教学分析

《地下水》是苏教版三年级上册第四单元认识“地球上水的资源”的第二课，意在帮助学生认识地下水是地球上重要的淡水资源，树立合理开发、合理利用地下水资源的意识。

本课属于地球与宇宙科学领域，是苏教版科学新教材中新增的一课。地下水因为深处地下而远离人们的视线，对于学生来说，在日常生活中鲜少有机會认识。然而，越是脱离学生生活、有难度的教学内容，越能吸引学生一探究竟。本课遵循儿童的认知特点，紧扣科学课“智”和“趣”的特点，用由浅入深的一个个问题驱动教学，让学生在朝向未知的探索中展开深度探究，达成教学目标。

2情感驱动，探寻井水之源

师：先请同学们来看一幅图片（展示水井图片），这是什么？……