论文部分内容阅读
(第4期话题:让学生的“动手”更有价值)上“种子发芽实验”内容时,按教学要求,我引导学生猜测阳光、水、温度等因素可能对种子发芽的影响,并组织学生讨论了如何验证这些因素的影响,从而设计对比实验方案,要求学生在家做“种子发芽实验”。一星期后,我惊讶地发现:绝大部分学生手里拿着的只是一个长满豆芽的纸杯。学生为什么更改设计好的实验方案,把一个明确的对比实验,做成简单的发芽实验?
(Issue 4: More Valuable for Students' Hands-ons) When teaching seed germination experiments, I guided students to speculate on the possible effects of sunlight, water and temperature on seed germination , And organized students to discuss how to verify the impact of these factors in order to design a comparative experimental program that requires students to do “seed germination experiment ” at home. A week later, I was surprised to find out that the vast majority of students had only a paper cup covered with bean sprouts. Why students change the design of a good experimental program, a clear comparative experiment, made of simple germination experiment?