论文部分内容阅读
《科学》作为一门提高学生科学素质的综合实践性课程,它所涉及的概念具有一定的广度和深度,不同的经验和阅历对概念的理解程度不同,其结论也可以是多层次的。即使相同年龄的学生群体中也存在学习习惯、家庭教育环境以及知识兴趣点等方面的差异,他们各自的知识贮备状况不一样,因而对同一概念反应和领悟能力也不同,这就决定他们需要在不同层面上对知识进行建构来获取新的知识。这与建构主义教学思想是相匹配的。运用建构主义教学方法可以恰当地为教师提供教育学生科学认知的方法。以下是我的一些教学体会。
As a comprehensive practical course to improve students’ scientific quality, “Science” has a wide range of concepts and depth. Different experiences and experiences have different understanding of concepts, and the conclusion can also be multi-level. Even though students in the same age group also have differences in learning habits, family education environment and knowledge points of interest, their respective knowledge storage status is different, so they have different ability to respond to and comprehend the same concept, which determines that they need Knowledge is structured at different levels to gain new knowledge. This is consistent with the constructivist teaching thought. The use of constructivism teaching methods can properly provide teachers with the method of educating students’ scientific cognition. The following is some of my teaching experience.