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科学探究材料是科学探究活动的重要载体,结构性科学探究材料更有利于学生主动建构科学概念,发展科学思维;科学探究材料的开发并非是教师的研究特权,学生根据自身科学探究过程中的发现,也能够提出对探究材料的创新性思考,并改进科学课堂发展进程。学生在“找拱形”一课的研究中,就基于上述思想改变了课堂发展方向,推动课堂朝着探究的层面不断前行,科学概念在这一过程中获得了更为稳定的建构,科学思维同时获得了更为理性的提升。
Scientific inquiry materials are important carriers of scientific inquiry activities. Structural scientific inquiry materials are more conducive to students’ initiative to construct scientific concepts and develop scientific thinking. The development of scientific inquiry materials is not the research privilege of teachers. According to the findings of their scientific inquiry , Can also put forward creative thinking on inquiry materials and improve the process of scientific classroom development. In the research of “looking for the arch ”, the students changed the direction of classroom development based on the above thought, pushed forward the classroom towards the level of inquiry, and made the scientific concept get more stable construction in the process At the same time, scientific thinking has gained a more rational promotion.