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本期选编的三个课例都选自2003年12月举行的全省科学探究案例评比暨展示活动中一等奖获奖作品。这些课例有代表性地展现了科学学科改革现阶段的课堂进展情况。从中我们可以明显地发现,探究学习方法在课堂中被普遍应用,并根据教学内容和师生情况,各有巧妙不同。值得注意的一点是,小学科学中的探究教学,越来越表现出类专业性、“仿真”性的特点,将现实的、成人的科学研究方法“具体而微”地运用到小学生身上来,导引他们发自内心的探索需求,接受相对正规、严格的习惯培养和方法训练,并于此过程中自然诱发学生科学的情感、实事求是的态度、唯物主义的价值观。一句话,“教”和“灌”的味道越来越淡,学生们开始真正“格物致知”、“真刀真枪地搞科学”。相对于课改初期探究方法应用的生硬、形式化而言,目前的发展是一个不小的进步。 同时,课堂形态的改变对教师的执教水平提出了新的要求。拿这些课例来讲,为了组织好探究学习,教师的教学设想必须更为完备、课前设计更为细致、教学引导更为自然、课程渗透更为充分。而这些又等值于科学教师在教学技能质上的精益求精,准备时间量上的规模投入。字里行间,相信我们的读者不难观察到这一点。
Selected for this issue of the three lessons were selected from December 2003 held in the province's scientific case studies and demonstration activities in the first prize winning entries. These lessons typically represent the progress of the classroom at the present stage of the science discipline reform. From which we can clearly find that the inquiry learning method is widely used in the classroom, and according to the teaching content and the situation of teachers and students, each has a clever difference. It is worth noting that the inquiry teaching in primary science has increasingly shown its specialization and “emulational” characteristics. It applies the actual and adult scientific research methods to primary school students with “specific and slight” guidance They are from the heart of the exploration needs, to accept the relatively formal, strict habits and training methods, and in the process of natural science students induced emotions, realistic attitude, materialist values. In a word, “teaching” and “irrigation” taste more and more light, the students began to truly “knowledge of the matter”, “real sword really engage in science.” Compared with the blunt and formal application of inquiry methods in the initial stage of curriculum reform, the current development is not a small improvement. At the same time, the change of the classroom form has put forward the new request to the teacher's coaching level. Take these lessons, in order to organize inquiry learning, teachers should be more complete teaching ideas, pre-class design is more detailed, teaching more natural guidance, curriculum more fully penetrate. And these are equivalent to science teachers in the teaching skills of excellence, the amount of time on the scale of investment. Between the lines, I believe our readers is not difficult to observe this.