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著名教育家奥苏贝尔的有意义学习理论就认为,创设一定的问题情境,使得学生对知识本身产生一定的兴趣,进而激发他们的学习动机,引导学生主动地提出问题就是有意义的学习。由此可见,在教学过程中,设计恰当的问题情境,可以使得学习活动更加有意义,更有利于学生综合素质的提升。在本文中,笔者结合了自己在化学课堂教学中的一些实践体会,总结了几个设计问题情境的策略,希望能够为学生化学综合素养的提升有所裨益。
The famous educator Ausubel’s theory of meaningful learning holds that creating a certain problematic situation enables students to have some interest in knowledge itself and then stimulate their motivation to learn and guide students to ask questions proactively. Thus, in the teaching process, the design of appropriate problem situations can make learning activities more meaningful and more conducive to the improvement of the overall quality of students. In this article, the author combines his own experience in chemistry classroom teaching, summarizes several strategies for designing problem situations, hoping to enhance students’ overall chemistry accomplishment.