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新一轮课程改革确立了科学探究在小学科学教育中的核心地位。如何通过有效的课堂教学,让学生经历知识产生的过程,形成对科学探究的理解成为教学研究的重点。但不可质疑的一个事实是,大家对探究的理解并不完全一致,各个版本教材编写组在执行探究成为教材一个主要特色时也不尽然相同。苏教版教材特别地在每一册教材最后单元,确立了科学探究技能的8个序列,希望通过专门探究技能内容的教学,来加强学生对科学探究的认识与理解。教材编写组是如何认识科学探究技能的?他们在教材中确立探究技能的主要依据何在?国内关于科学探究技能研究存在的主要问题有哪些?等等问题,一直是他们重点研究的课题。本刊将从这一期起,通过连续4期的介绍,让读者更多地了解教材编写组的想法,更好地服务教学。
A new round of curriculum reform has established the core of scientific inquiry in primary science education. How to make students understand the process of knowledge production and form the understanding of scientific inquiry has become the focus of teaching and research through effective classroom teaching. However, it can not be questioned by the fact that everyone’s understanding of inquiry is not exactly the same, and the various versions of textbook writing groups are not necessarily the same when performing inquiry as a key feature of textbooks. In particular, the textbooks of the Supian textbooks set forth the eight sequences of scientific inquiry skills in the final units of each textbook. It is hoped that students’ understanding and understanding of scientific inquiry can be enhanced by teaching students who are specialized in the study of technical contents. How do textbook compilation teams recognize scientific inquiry skills? What are the main bases for them to establish inquiry skills in teaching materials? What are the major problems in scientific inquiry skills research in China? This issue will be from this issue, through the introduction of four consecutive, so that readers learn more about the idea of teaching materials writing group to better serve the teaching.