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在义务教育课程标准生物实验教学中,学生探究性学习的内容很多。从学习时间上看,它并不局限于课堂内,往往要从课前开始收集资料、测量数据、讨论等,延伸到课堂内的展示、交流、归纳和总结,再延续到课后的报告、分析、得出结论等等;从学生参与的形式看,大多是以小组学习活动的形式完成的。让学生积极自主地学习,成为学习的主人,一直是我们教学改革追求的目标。开展小组探究性学习,让学生有充足的时间去操作、思考、交流,既能培养学生的团结协作精神,获取处理信息的能力、语言表达的能力、发现问题的能力,又能在学生的全方位参与下,通过生生互动,培养学生浓厚的学习兴趣,有利于形成积极的人生态度和情感体验。
In the standard biology experiment teaching of compulsory education curriculum, there are many contents of student’s inquiry learning. From the study time point of view, it is not limited to the classroom, it is often necessary to collect information, measurement data, discussion, etc. from the beginning of the class, to extend the display, communication, induction, and summary in the classroom, and then continue the report after class. Analysis, conclusions, etc.; Most of the forms of student participation are done in the form of group learning activities. Allowing students to actively and autonomously learn and become masters of learning has always been our goal in teaching reform. The group’s inquiring learning is conducted to allow students plenty of time to operate, think, and communicate. It can not only cultivate students’ spirit of unity and cooperation, but also acquire the ability to process information, the ability to express language, the ability to find problems, and the full range of students. Under the orientation of participation, students’ strong interest in learning is fostered through interaction between students and students, which is conducive to the formation of a positive attitude and emotional experience.