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“污水的处理”一课遵循“基于真实情境跨学科思维培养”的教学思路,从生活中的污水处理开始,合理地利用组装、修改、完善“净水神器”的探究过程,充分体现了生生交流、生生互动、师生互动的“生本课堂”。学生在自主探究中思考每一种过滤材料的作用、斟酌材料的摆放顺序对于结果的影响,然后通过实验来验证自己的设计。整堂课学生成为探究的主体,成为课堂中真正的主角!学生与学生之间的思辩充分体现了学生在认真地思考,积极地参与课堂学习,这样的锻炼机会可以使他们终身受益。
“Sewage treatment ” a class follows the “based on the real situation of interdisciplinary thinking ” teaching ideas, from the life of sewage treatment, the rational use of assembly, modification, improvement “water purification artifact Process, fully embodies the exchange of students and students, students interaction, teacher-student interaction ”students " classroom. Students consider the role of each filter material in their own research, consider the effect of the placement of materials on the results, and then experiment to validate their designs. The entire class of students become the main body of inquiry, become the real protagonist in the classroom! Students and students to reflect the full reflection of the students in serious thinking, and actively participate in classroom learning, such exercise opportunities can make their lifelong benefit.