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小学科学课程改革明确倡导学生主动参与、探究发现、交流合作的学习方式,经过这些年的实践,科学探究教学确实已深深地根植于我们科学教师的头脑。于是乎,只要是科学课堂,探究就会如影如伴,哪怕是无需探究的内容教师也会让学生热闹地探究一番,以此来落实培养学生的探究能力目标,促进学生养成乐于探究的科学素养。就是这样的“伪探究”在教学实施中被我们教师机械地理解和实践着。这不由得让笔者审视我们科学教学“热探究”中的种种教学行为。那么如何探究才更有效?本文拟对科学探究的有效性进行再思考。
Primary science curriculum reform clearly advocates the active participation of students, explore discovery, exchange and cooperation in learning, after all these years of practice, scientific inquiry teaching has indeed been deeply rooted in the mind of our science teachers. As a result, as long as the science classroom, the inquiry will be like a shadow, even if it is not to explore the content of teachers will let students lively exploration of some, in order to implement the goal of training students to explore the ability to promote students to develop willing to explore The scientific literacy. It is this “pseudo inquiry ” in the implementation of the teaching by our teachers to understand and practice mechanically. This can not help but let the author examine our science teaching “hot inquiry ” in a variety of teaching behavior. So how to explore is more effective? This paper intends to rethink the validity of scientific inquiry.