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新课程标准强调建立促进学生全面发展的评价体系,明确提出课堂评价不仅关注学生的学习结果,更要关注学习过程[1].因此,在课堂科学探究的过程中,“评价”应贯穿于探究的始终,通过对各阶段:提出问题、猜想与假设、进行实验、收集证据、反思与评价所有的探究活动过程进行评价,促进学生自主建立知识体系[1].本文作者将“评价”作为探究式教学的支撑点,作为化学教师在课堂探究实验教学中,必须根据新课程标准的理念,科学有效地通过评价,帮助学生优化提问技巧、优化验证方法、优化实验方案建构知识体系,以此达到高效化学课堂.
The new curriculum standards emphasize the establishment of an evaluation system to promote students ’all-round development, and clearly put forward that classroom evaluation not only focuses on students’ learning outcomes, but also focuses on the learning process. Therefore, in the process of classroom scientific inquiry, “evaluation” should run through Throughout the period of inquiry, the author evaluates all the process of inquiry activities through questions, suppositions and assumptions, conducts experiments, collects evidences, and reflects on and evaluates all the inquiry activities to promote students’ self-establishment of knowledge system. [1] "As a support point of inquiry teaching, as a chemistry teacher in the classroom to explore experimental teaching, we must scientifically and effectively through the evaluation of the new curriculum standards to help students optimize the questioning skills, optimize the verification method, optimize the experimental program to build knowledge system , In order to achieve efficient chemical classroom.