| 论促进学生概念转变的探究式教学 |
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| 引用本文： | 邹一娜.论促进学生概念转变的探究式教学[J].宁波教育学院学报,2009,11(6):52-55. |
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| 作者姓名： | 邹一娜 |
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| 作者单位： | 宁波大学教师教育学院,浙江宁波,315211 |
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| 摘 要： | 新课改以后,探究式教学受到了广大科学教育者的重视,但实施效果却不尽人意。针对教师在实施探究式教学中存在的问题,研究者纷纷对探究式教学策略展开研究。为促进学生在科学探究的同时理解科学知识、形成科学概念,教师在实施探究式教学中应了解学生的理论基础并给予正确的理论指导、引发认知冲突、关注学生的情意领域、灵活实施科学探究活动、重视同伴间的交流和讨论。
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| 关 键 词： | 概念转变 科学探究 探究式教学 |
Research on Inquiry Teaching to Promote Conceptual Change |
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| ZOU Yi-na.Research on Inquiry Teaching to Promote Conceptual Change[J].Journal of Ningbo Institute of Education,2009,11(6):52-55. |
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| Authors: | ZOU Yi-na |
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| Institution: | ZOU Yi-na (Educational College,Ningbo University,Ningbo 315211,China) |
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| Abstract: | Under the new curriculum reform,inquiry teaching has been thought highly by educators,but the outcome of implementation is not as good as expected.Aiming at the problems emerged in the process of implementation,researchers pay much attention to the strategy of inquiry teaching.Moreover,it is important for teachers to take five respects seriously for pushing students to understand scientific knowledge and form scientific concepts:understanding the theoretical basis of students and giving a correct theoretical guidance,leading to cognitive conflict,concerning about the affective domain of students,flexibility in the implementation of scientific inquiry activities and emphasis on communication and discussion among peers. |
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| Keywords: | conceptual change scientific inquiry inquiry teaching |
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