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21世纪的基础教育课程改革中对科学课程做出了明确规定,把培养小学生的科学素养作为科学课程的宗旨。对于小学生而言,他们的认知特点以具象事物为主,科学的学习方式以课堂活动为主,两者都离不开学习材料。学习材料是引发学生思考的重要资源;是学生解决问题、获得科学知识、提高探究能力的基本载体。教科版《科学》课程中虽然为我们提供了值得参考的探究材料,但是在我的实践过程中发现存在现象不明显,操作困难,不够严谨等问题。所以,为了针对性地解决这些问
In the 21st century basic education curriculum reform, the science curriculum has been clearly defined, and the cultivation of pupils' scientific literacy as the science curriculum. For pupils, their cognitive characteristics are mainly of the concrete things, and their learning methods are mainly classroom activities, both of which can not be separated from the learning materials. Learning materials is an important resource to arouse students' thinking. It is a basic carrier for students to solve problems, acquire scientific knowledge and improve inquiry ability. Although the textbook “Science” in the textbook provides us with valuable reference materials, it has found in my practice that there is no obvious phenomenon, difficult operation and not rigorous enough. So, in order to address these questions