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在一些观摩课、评优课、调研课中,笔者发现越是精心准备的课,执教教师在上课时越是小心翼翼,按部就班,生怕网撒得太大,难以收网。在实验教学过程时,经常出现“温馨提示”步步为营,实验之前喋喋不休,目标指向顺利,快速地完成探究实验,纯粹以时间多少来判断实验的有效性。这引起了我们的思索。什么样的实验教学才是“有效的”?如何让实验教学回归“探究”的本源,更好地培养学生的科学素养?一、夯实一个保障:支持学生深入探究实验教学的目的什么?就是要帮助学生建立正确的科学概念。但是学生的迷思概念有时候是十分牢固的,他会把
In some observation class, evaluation class, research class, the author found that the more carefully prepared class, coaching teachers in class the more cautious, step by step, for fear of the net sprinkle too much, it is difficult to close the net. In the process of experimental teaching, often appear “Tips ” at every step, chatter endless before the experiment, the goal points to smooth and rapid completion of exploration experiments, purely how much time to determine the validity of the experiment. This aroused our thinking. What kind of experimental teaching is “effective ”? How to make the experimental teaching return “inquiry ” the origin, to better cultivate students’ scientific literacy? One, consolidate a guarantee: to support students to explore the purpose of experimental teaching in-depth What is to help students establish the correct scientific concept. But the concept of a student’s myth is sometimes very solid, he will