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在日常科学教学中,科学探究活动已成为学生学习科学知识、提升个人科学素养的主要方式,也是我们科学课堂的主旋律。可是当我们静下心来,细细观察和重新审视这些探究活动的时候,在热闹的课堂探究活动背后,却透露着一种浮躁的心理和急功近利的现象:教师科学探究活动设计过于简单、探究活动内容过多、活动目的指向不明、探究活动流于形式、教学目标贪大求全。
In daily science teaching, scientific inquiry activities have become the main way for students to learn scientific knowledge and enhance their individual scientific literacy, as well as the main theme of our science class. However, when we stop and carefully observe and revisit these inquiry activities, we find that there is a fickle psychology and quick success following the bustling classroom inquiry activities: the design of teacher science inquiry activities is too simple and the inquiry activities Too much content, the purpose of the activity is not clear, the inquiry activities flow into the form, the teaching goal is too big.