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经走访调查发现,小学科学课的物理教学环境是制约曲靖市小学科学课教学质量的一个重要因素之一。目前云南曲靖市小学科学课的物理环境存在的问题主要表现在教室布局不合理、实验室的配备不到位、活动园地缺失三个方面。教育生态学(Educational Ecology)的基本原理与规律中有4条基本原理涉及到了教学环境的创建,即耐度定律与最适度原则、花盆效应(生态学上称之为局部生境效应)、社会群聚性与阿里氏原则、教育生态系统的整体效应。本文应用教育生态学关于教学物理环境创建的相关理论,对小学科学课常态教室、实验室、科学活动园地的建设进行了初步探究。
The survey found that the physical teaching environment of primary science class is one of the important factors restricting the quality of science teaching in Qujing primary school. At present, the problems existing in the physical environment of the primary science class in Qujing City, Yunnan Province are mainly manifested in the unreasonable layout of the classroom, the lack of equipment in the laboratory, and the lack of three activity areas. There are four basic principles in Educational Ecology which involve the creation of teaching environment, namely, the law of endurance and the most appropriate principle, the flower pot effect (ecologically referred to as the “local habitat effect”), the society Agglomeration and Ali’s principle, the overall effect of the educational ecosystem. This essay applies the relevant theories of educational ecology on the creation of teaching physics environment and explores the construction of normal classrooms, laboratories and science activities in primary science classes.