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探索性实验教学,是学生在教师的指导下,运用一定的仪器设备进行独立操作,人为地再现某些现象,总结规律、获取知识的教学过程。它对激发学生的学习兴趣,全面发展学生的实验操作、观察、思维等各种能力大有好处。探索性实验教学方法,可以运用于全课教学的始终,也可运用于一节教材中的部分内容。无论采取哪种形式,探索性实验的课堂教学均可分为三个环节:即教师明确研究课题、实验研究和小结。一、明确研究课题“探索性”并不意味着教师对学生放任自流。恰恰相反,要求教师在实验中发挥更强的主导作用。学生对知识进行探索性的学习活动之前,教师首先应引导学生明确所要研究的内容,即明确研究课题。这是顺利完成探索性实验教学的指挥棒。教师应依照教学内容(重点、难点)确定研究课题,根据学生学习状况明确难易适度的研究要求和实验方法。
Exploratory experimental teaching is a teaching process in which students under the guidance of a teacher use certain equipment to perform independent operations, artificially reproduce certain phenomena, summarize laws, and acquire knowledge. It is of great benefit to arouse students’ interest in learning and fully develop students’ experimental operations, observation, and thinking. The exploratory experimental teaching method can be applied to the whole course of teaching and can also be applied to some contents of a textbook. Regardless of the form adopted, the classroom teaching of exploratory experiments can be divided into three links: teachers’ explicit research topics, experimental research and summary. First, a clear research topic “exploratory” does not mean that teachers are free to let students drift. On the contrary, teachers are required to play a more dominant role in the experiment. Before students conduct exploratory learning activities on knowledge, teachers should first guide students to clarify what they want to study, that is, clarify research topics. This is the baton of successful exploratory experimental teaching. Teachers should determine the research topics according to the teaching content (emphasis and difficulty), and clarify the difficult and easy research requirements and experimental methods according to the students’ learning situation.