| 理论性知识探究式教学模式与策略初探——以化学《质量守恒定律》为例 |
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| 引用本文： | 方洁.理论性知识探究式教学模式与策略初探——以化学《质量守恒定律》为例[J].当代教育与文化,2014(1):67-71. |
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| 作者姓名： | 方洁 |
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| 作者单位： | 西北师范大学教育学院,甘肃兰州730070 |
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| 摘 要： | 探究式教学是针对传统注入式教学存在的弊端而提出的。化学理论性知识探究式教学必须结合其所具有的概括性、抽象性和较强的逻辑性与严密性等知识特点展开。首先教师要创设一定的问题情境引发学生的认知冲突,从而激活知识的意义;其次,教师要设计一定的探究活动,帮助学生转变原有的认知,从而使学生体验知识建构的过程;再次,教师要组织学生开展有效的交流与讨论,引导学生阐明解释自己的观点,从而形成学生之间知识的有意义互动;最后,教师要及时开展评价与总结,引导学生反思完善新的知识,从而进一步转变观念。
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| 关 键 词： | 化学理论性知识 探究式教学 质量守恒定律 |
The Model and Strategies of the Inquiry-Based Teaching of Theoretical Knowledge -- Taking Chemistry Course Law of Conservation of Mass as An Example |
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| FANG Jie.The Model and Strategies of the Inquiry-Based Teaching of Theoretical Knowledge -- Taking Chemistry Course Law of Conservation of Mass as An Example[J].Contemporary Education and Culture,2014(1):67-71. |
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| Authors: | FANG Jie |
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| Institution: | FANG Jie (School of Education, Northwest Normal University, Lanzhou, Gansu, 730070, PRC) |
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| Abstract: | Inquiry-based teaching is given birth to overcome the pitfalls of traditional spoon-feeding teaching ; The inquiry-based teaching of theoretical knowledge should be implemented with full consideration given to such characteristics of knowledge as generality , abstractness , logicality and rigor . At the initial stage of teaching , teachers should create certain question situation to trigger learners ’ cognitive conflicts so as to activate knowledge ;Next , some inquiry activities should be designed to help learners to change their existing cognition and to experience the process of knowledge construction ;Then , effective communication and discussion should be organized for learners to express their opinions and to have meaningful interaction through knowledge exchange ;Finally , teachers should make evaluation and summaries to guide learners to reflect and consolidate newly acquired knowledge , so as to further develop their cognition . |
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| Keywords: | theoretical knowledge on chemistry inquiry-based teaching law of conservation of mass |
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