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探究学习一般指学生构建知识,形成科学研究的方法的各种活动,而课堂内的探究学习则是在有限的时空中,以完成一定学习任务为目标的探究活动.由于科学探究没有固定的模式,知识的形成可以通过不同的过程和方法,经历不同的体验,由此形成的课堂教学设计思路也应该是多元的,其过程和方法、情感态度和价值观的目标的制定也应该是由教学设计思路来确定的.多元化教学设计为教师提供了针对不同层次和水平的教学对象,在不同的资源和环境条件下,更有利于其决策的可选择的方案.
Inquiry learning generally refers to students’ activities of constructing knowledge and forming methods of scientific research, while inquiry learning in class is a research activity aimed at accomplishing a certain learning task in a limited time and space.Because there is no fixed model for scientific inquiry , The formation of knowledge through different processes and methods, experience different experiences, the resulting classroom teaching design ideas should also be diverse, and its process and methods, emotional attitudes and values of the target should also be designed by the teaching design Ideas to determine the diversification of teaching design for teachers to provide for different levels and levels of teaching objects, in different resources and environmental conditions, more conducive to its decision-making alternatives.