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现行的《科学(3-6年级)课程标准》实施意见中明确要求:重视证据的收集,重视引导学生从证据中进行分析推理、得出结论,关注学生的讨论和交流。我们都知道科学探究必须基于实证,信息和数据的收集就非常重要。在具体的科学探究活动中,我们经常发现学生的实验数据存在问题,进而影响结论的得出和科学概念的最终形成。所以,关注学生获得的实验数据是我们实施有效教学的第一步。教师不仅要关注数据本身,还要关注数据的产生
The current implementation of the “Science (3-6 grade) Curriculum Standards” clearly stipulates that: attention should be paid to the collection of evidences, emphasis should be given to guiding students to analyze and reason from the evidence, drawing conclusions and paying attention to the discussion and exchange of students. We all know that scientific inquiry must be based on empirical evidence and that the collection of information and data is very important. In specific scientific inquiry activities, we often find that there are problems in the experimental data of the students, thus affecting the conclusion of the conclusion and the final formation of the scientific concept. So, focusing on the experimental data students receive is the first step in implementing effective teaching. Teachers should not only pay attention to the data itself, but also pay attention to the data generation