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吴向东老师的《探究性学习之我见》一文,对探究性学习提出了一些自己独到的见解。比如他认为“探究不是唯一的学习方式,各种学习方式有机并存恰恰能促进探究性的学习。”他还认为“探究性学习要符合儿童科学认识活动的规律”。对于“重探究过程轻知识结论”的观点,进行了深刻的理性反思,认为科学知识是科学探究的载体和支撑,那种“对知识结论的过分蔑视”,对探究结果漠不关心的观念和现象,是从一个极端走向另一个极端,从长远来看,是不利于全面提高学生的科学素养和科学探究能力的。文章最后还结合自己的教学实践对探究性学习进行了新的理论诠释,孰是孰非,见仁见智,欢迎您说说自己的读后感。
Wu Xiangdong's “I See Inquiry Learning,” a text, put forward some of his own unique insight into inquiry learning. For example, he believes that “inquiry is not the only way of learning, and the coexistence of various learning styles can promote inquiry-based learning.” He also believes that “inquiry learning is consistent with the laws of children's science-awareness activities.” For the view of “rethinking light knowledge conclusion”, we carried out a profound rational reflection that the scientific knowledge is the carrier and support of scientific inquiry, the “excessive contempt for knowledge conclusion”, the indifference to the inquiry results and phenomena, Is from one extreme to another extreme, in the long run, is not conducive to improving students' scientific literacy and scientific inquiry ability. In the end, the article also carries out a new theoretical interpretation of inquiry learning with its own teaching practice. What is right and what is right?