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本学期我共听达标课80余节,下面就其中的几节科学课谈谈我的看法。案例一:《有趣的沉浮现象》这一课,教师直接导入课题,提出学习目标:1.知道物体在水中有浮沉的特征。2.认识到水有浮力并能描述水的浮力。了解水的浮力在人们生活中的作用。目标制定上具体、层次清楚,有操作性和可检测性。学习目标体现了对学生科学素养的要求。目标出示简洁明了。可是接下来教学过程的设计就不理想了,本来这是一节实验课,应该先让学生观察现象,独立思考——猜测,提出问题——然后动手操作——验证猜想,得出结论。可是在这里教师代替了学生,教师做了演示实验。学生当了观
In this semester, I listen to more than 80 lectures, and I will talk about some of the science lectures below. Case 1: “Interesting ups and downs phenomenon” This lesson, the teacher directly into the subject, put forward the learning objectives: 1. Know the object in the water features floating. 2. Recognize the buoyancy of water and describe the buoyancy of water. Understand the role of water buoyancy in people’s lives. The goal of the specific formulation, a clear hierarchy, operational and testability. Learning objectives reflect the students’ scientific literacy requirements. The target shows concise. But then the design of the teaching process is not ideal. Originally, this was an experimental class. Students should first observe the phenomenon, think independently, guess, ask questions, and then do something - verify the conjecture and conclude. But here the teacher replaced the student, the teacher did the demonstration experiment. Students when the concept