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课堂教学的核心是课堂教学的有效性,科学课也不例外,在实际教学中不难发现:同样的教材、同样的课堂设计、同样的教师、同样的实验体验,为什么却得不到同样的设计结果?原因是小学生受认知水平的限制,他们的科学前概念大多是不完整的、模糊的甚至是错误的。这种前概念常根深蒂固地留在小学生脑中,短时间内很难改变。由此可见,对小学生科学前概念的研究,直接影响到课堂效率的提高。
The core of classroom teaching is the effectiveness of classroom teaching. The science class is no exception. It is not difficult to find in the actual teaching: the same teaching material, the same classroom design, the same teacher, the same experimental experience, why not get the same The design result? The reason is that primary school students are limited in cognitive level, and most of their pre-scientific concepts are incomplete, vague and even wrong. This preconception is often reserved in the minds of pupils and can hardly be changed in a short time. Thus it can be seen that the study of the concept of science before pupils directly affects the efficiency of the classroom.