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人教版《义务教育课程标准实验教科书·生物》(以下简称生物课标教材)在处理探究活动与教材编排时,存在着两个矛盾:一是探究内容涉及的生物材料和环境状况等难以适应地区、学校的差别;二是探究应提供的资料和创设的情境,只能用文字、图片、数据来表示,它的生动性、具体性难以体现。这需要教师去弥补,去利用当地各种资源,创设多样化的、亲切生动的探究性学习情境。探究性学习给教师留下了广阔的创造性教学的空间。在近几年的课改教学实践中,笔者在利用当地生态环境、学生资源等方面多有尝试,以下做一介绍。
There are two contradictions in the handling of inquiry activities and teaching material arrangement by the People’s Education Press “Compulsory Education Curriculum Standards Experimental Textbook Biology” (hereinafter referred to as “Biological Curriculum Textbooks”). First, it is difficult to adapt to the biological materials and environmental conditions involved in the research content. The difference between regions and schools; the second is to explore the information to be provided and the situation created. It can only be expressed in words, pictures, and data. Its vividness and specificity are difficult to reflect. This requires teachers to make up for it and use local resources to create a diverse, cordial, and inquisitive learning environment. Exploratory learning leaves teachers with a vast space for creative teaching. In the past few years of curriculum reform teaching practice, the author has made many attempts to use the local ecological environment, student resources and so on. Here is an introduction.