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我们知道,探究学习是学生从问题或任务出发,通过形式多样的探究活动,以获得知识和技能、发展能力、培养情感体验为目的的学习方式。在探究学习中,学生面对的是具有一定挑战性的问题或任务,他们需要通过多样化的探究活动来回答问题或完成任务,并在此过程中获得知识、能力,培养情感体验。《历史与社会课程标准(二)(实验稿)》“课程目标”部分明确提出:“尝试从不同的角度、综合多种知识探究社会问题,提高参与社会实践和自主学习的能力。”如何引导学生去探究,怎样把握好探究学习的起点,是提高探究质量的前提。下面以人教版《历史与社会》(七年级下册)的《综合探究九:实话实说话流行》一课为例,谈谈对这个问题的认识。
We know that inquiry learning is a learning method in which students start from questions or tasks, through various forms of inquiry activities to acquire knowledge and skills, develop abilities, and cultivate emotional experiences. In inquiry learning, students are faced with challenging questions or tasks. They need to answer questions or complete tasks through diverse inquiry activities. In the process, they acquire knowledge and abilities and cultivate emotional experiences. The “History and Social Curriculum Standards (II) (Experimental Draft)” and “Curriculum Objectives” have clearly put forward: “Try to explore social issues from different perspectives and integrate a variety of knowledge to improve the ability to participate in social practice and autonomous learning. ”How to guide students to explore and how to grasp the starting point of inquiry learning is a prerequisite for improving the quality of inquiry. In the following, we will discuss the issue of this topic with the lesson of “Comprehensive Inquiry Nine: Practical and Practical Speaking Popularity” in the PEP “History and Society” (Volume 7 of the seventh grade).