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在实施探究式学习时,教师往往容易陷入两难的境地:一方面,希望学生以探究的方式进行学习,另一方面教学时间却非常有限。下面我就以一个教学案例来展示如何解决这个两难问题。三年级下册第四单元第三课《磁铁的两极》这课,按以往的教学设计,课堂上看似学生在围绕着“条形磁铁的磁力哪里强哪里弱”这个活动进行着实验的探究,实际每一个操作都在教师的操控之中,生怕一旦指导不到位,
Teachers often fall into a dilemma when it comes to inquiry-based learning: on the one hand, students are expected to learn in an exploratory manner and on the other hand, teaching time is limited. Now I will use a teaching case to show how to solve this dilemma. The third volume of the third grade under the fourth unit The third lesson “magnet two poles” This lesson, according to the previous teaching design, the classroom seems like a student around the “magnetic bar where the magnetic strong where weak” activity of this experiment Of the inquiry, the actual operation of each one in the teacher’s control, for fear that if the guidance is not in place,