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从2005年秋季开始,全国中小学阶段各起始年级的学生基本都进入了新课程。这次小学课改的一个明显特点是首次明确强调培养学生科学素养、探究能力、问题解决能力的目标。原来小学的自然实验室已经不能满足新的小学科学课程标准下的科学教学的需要。在英国、美国、日本、香港、台湾等国际和国内某些先进地区,数字化产品的运用已经十分广泛,但我们国内的大部分地区却没有做到将数字化产品与科学教学有机结合。从我们的教学实践来看,数字化仪器在科学课堂教学中运
Beginning in the autumn of 2005, students from the first grade of primary and secondary schools all entered the new curriculum. The obvious feature of this primary school curriculum reform is the first time it explicitly emphasizes the goal of cultivating students’ scientific literacy, exploring ability and problem solving ability. The original primary school’s natural laboratory can no longer meet the needs of science teaching under the new primary science curriculum standard. In the United States, Japan, Hong Kong, Taiwan and other international and domestic advanced areas, the use of digital products has been very extensive, but most of our country did not do digital products and science teaching organically. From our teaching practice point of view, digital instrumentation in science classroom teaching