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一、探究性教学与探究性学习当前,我国教育领域对探究性学习概念的理解存在着两种主要观点:一是将探究性学习归结为众多学习方式的一种,另一种则是将探究性学习视为一种教学策略。角度的不同使得理解存在着一定差异,但这两种观点也存在着共性。前一种观点认为“探究性学习”:即是在教师的指导下,学生主动进行探索并相对独立地做出类似科学发现或创造,从而获得科学活动的实际体验和经验,着重强调学生的主动参与性,通过主动学习的方式,在理解和掌握知识内容的基础上,让学生体验
I. Inquiry Teaching and Inquiry Learning At present, there are two main viewpoints in understanding the concept of inquiry learning in China’s education field. One is to classify inquiry learning as one way of learning and the other is to explore Sexual learning as a teaching strategy. Different perspectives make understanding there are some differences, but there are commonalities between the two views. The former view holds that “inquiry learning” means that under the guidance of a teacher, students actively explore and make similar scientific discoveries or creations relatively independently to gain practical experience and experience in scientific activities, emphasizing students Active participation, through active learning, understanding and mastery of knowledge based on the content, so that students experience