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自义务教育课改实施以来,教师对探究式学习方式已形成共识,但在实际教学中发现部分教师对科学探究的认识存在偏差,主要体现在:一是遇到探究性实验就按科学探究的七个要素(提出问题、猜想与假设、设计实验与制定计划、进行实验与收集证据、分析论证、评估、交流与合作)从头探究到尾;二是把所有的实验都让学生按探究的方式进行实施;三是认为只要是探究就按“自主”、“合作”的方式进行,教师就完全放手,以上三种现象
Since the implementation of the compulsory education curriculum reform, teachers have reached a consensus on inquiry-based learning methods. However, some teachers found some deviations in their understanding of scientific inquiry in the actual teaching, mainly reflected in the following aspects. Firstly, they encounter scientific inquiry based on exploratory experiments The seven elements (asking questions, guesses and hypotheses, designing experiments and planning, conducting experiments and gathering evidence, analyzing and arguing, assessing, communicating, and collaborating) explored from the beginning to the end; and second, The third is that as long as the inquiry is based on “autonomy ”, “cooperation ” way, the teacher completely let go, the above three phenomena