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小学科学课堂教学中个别学生会有一些与教师的教学预设不相符、与大部分学生的思维不相同甚至与常规思维相违背的想法,称之为“另类”思维。若能对这类思维加以捕捉利用并进行分析处理,能促使学生产生科学探究的积极性和主动性,培养他们良好的思维习惯和敢于质疑的精神,这对于提高学生科学学习的有效性、自我实验探究的能力以及培养对科学的求异思维、创新思维等都会起到很大的作用,从而促进学生科学素养的形成。
Individual students in primary science classroom teaching will have some ideas that are inconsistent with the teachers’ teaching preconditions, different from those of most students or even contrary to conventional thinking, and call them “alternative” thinking. If these kinds of thinking can be captured and analyzed, the students will be encouraged to produce the enthusiasm and initiative of scientific inquiry, cultivate their good thinking habits and the spirit of daring to question, which is very important for improving the effectiveness of students’ scientific learning, self-experimentation The ability to explore and cultivate the scientific thinking of differences, innovative thinking will play a significant role, so as to promote the formation of students’ scientific literacy.