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自戈文提出“Knowledge Vee”以来,Vee图应用于科学探究学习已有三十年的历史。研究表明,Vee图通过凸显学生在科学探究学习中的主体性而有助于学生有意义地学习科学,促进理解的建构,而非结果的验证。从科学探究的核心问题出发,以学生原有的概念体系为基础,Vee图不仅搭建了开展科学探究学习的脚手架,并且彰显学生科学概念转变的历程,促使学生对科学探究活动的价值与意义做出反思。以“种子发芽的条件”为例,阐述了如何将Vee图运用于科学探究学习,从而达至有意义的科学学习的目标。
Vee Map has been used in scientific inquiry learning for 30 years since Govind put forward “Knowledge Vee”. The research shows that the Vee diagram can help students learn the science meaningfully and promote the construction of understanding instead of the result verification by highlighting the students’ subjectivity in the science inquiry learning. Based on the core concepts of scientific inquiry and based on the original concept system of students, Vee diagram not only sets up the scaffolding to carry out scientific inquiry learning, but also demonstrates the course of students’ concept of scientific change and urges students to make value and meaning of scientific inquiry activities Reflections. Taking “seed germination conditions” as an example, this article illustrates how to apply Vee diagram to scientific inquiry learning so as to achieve the goal of meaningful scientific learning.