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自然科学教育的教学方法,已逐渐从讲授式转向学生建构的探究式教学。生物教学也可以被看作成“概念建立教学”。生物教学不是传递科学知识的过程,而是创设一定的情境和支持,促进学习者主动建构知识的过程。教学中关注、了解、探知学生头脑中对知识意义的真实建构过程,并给予适当的鼓励、提示、辅导等。使课堂教学得以优化,教学效果更加显著。
The teaching methods of natural science education have gradually shifted from lecturing to inquiry-based teaching constructed by students. Biology teaching can also be seen as a “concept building teaching”. Biological teaching is not a process of delivering scientific knowledge, but a process of creating certain situations and supports to promote learners’ initiative to construct knowledge. Teaching attention, understanding, to find out the true meaning of the construction of knowledge in the minds of students, and give appropriate encouragement, tips, counseling and so on. So that classroom teaching can be optimized, the teaching effect is more significant.