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科学探究是提升学生科学素养的重要渠道,也是科学教学的主要方式。科学探究一般包括提出问题、猜想结果、制定计划、观察、实验、制作、搜集证据、进行解释、表达与交流等环节。然而在当前的科学教学中,探究活动中只剩“实验”环节的现象大量存在,这样的课堂机械呆板,难以实现科学课程目标。那么如何规范、有效地开展科学探究活动,下面笔者结合一些具体问题和案例,谈谈自己的看法。一、马铃薯为什么会浮——提出问题源自学生好奇《马铃薯在液体中的沉浮》一课有这样一个实验:要将
Scientific inquiry is an important channel to enhance students’ scientific literacy and is also the main method of science teaching. Scientific inquiry generally includes such issues as asking questions, guessing results, making plans, observing, experimenting, making, gathering evidence, explaining, expressing and communicating. However, in the current science teaching, there are only a few “experimental” links in the inquiry activities. Such a classroom is mechanically rigid and it is difficult to achieve the goal of the science curriculum. So how to regulate and effectively carry out scientific inquiry activities, the following combination of some specific issues and cases, to talk about their own views. First, why the floating potatoes - ask questions from students curious “potato in the liquid ups and downs” An experiment has such an experiment: to be