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1.问题提出的背景建构主义教学理论强调学习的主动性、实践性、创造性和社会性。但笔者在实践上发现以下一些问题:(1)课堂教学要突出效率,而科学研究是一个长期的、艰难的、反复的探索过程。如果要在一节课的时间里经历整个过程,反而探而不究,或者探究比较肤浅,流于形式,学生的能力得不到真正提高。(2)探究活动中有很多教师预先想不到的没有设计的问题出现,课堂的不可控性远大于传统课堂。(3)探究往往用于新课,在习题课中及实验课
1. Problems raised Background Constructivism teaching theory emphasizes learning initiative, practicality, creativity and social. However, in practice, the author found the following problems: (1) Classroom teaching should emphasize efficiency while scientific research is a long-term, difficult and repeated exploration process. If you want to go through the whole process in a class time, instead of exploring, or exploring the more superficial, formal, students’ ability to not really improve. (2) There are many un-designed problems that many teachers think in the inquiry activity. The uncontrollability of the classroom is much larger than the traditional one. (3) Inquiries are often used in new courses, in exercises and experimental classes