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在初中化学教学中,探究式教学的地位显得有些微妙,在《义务教育化学课程标准》的实验稿中,探究式教学被作为一个重点大书而特书,而在2011年的修订版中,科学探究更是课程内容的第一个一级主题(并分为四个二级主题来阐述),由此可见科学探究及其探究式教学在国家课程理念层面是受到高度重视的.然而在实际的化学教学中,我们发现的似乎又是另外一种情形,即基于中考压力的化学教学并不容易让探究教学落到实处,我们认为出现这种情形并不能完全责怪教师,因为很多时候我们还看到另外一种情形,就是科学探究的教学并不容易成“真”.
In junior high school chemistry teaching, the status of inquiry teaching appears a bit subtle. In the experimental version of “Compulsory Education Chemistry Curriculum Standard”, inquiry teaching is a special book as a major book. In the revised edition of 2011, Scientific inquiry is the first level topic (which is divided into four secondary topics), which shows that scientific inquiry and its inquiry-based teaching are highly valued in the national curriculum philosophy level. However, in practice Chemistry teaching, what we find seems to be another situation, that chemistry teaching based on the test pressure is not easy to make inquiry teaching practically implement. We think this situation can not completely blame the teachers because many times we See another case, that is, scientific inquiry teaching is not easy to become “true.”