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小学《科学》教材中的相当一部分探究活动不再囿于课堂40分钟的时空藩篱,需要开展课内外联动探究。比如,“观测与考察”“种植与饲养”“设计与制作”等活动。开设此类活动往往需要经历一个相对较长的周期,因此,我们可将这一类学习内容称之为长周期科学探究活动。从具体的操作层面分析,长周期探究完全打破了一堂课的时空观,这给教学组织工作带来一定的难度,需要教育工作者运用丰富的教育资源、灵动的教学模式、适宜的教学策略组织开展此类活动。
A considerable portion of primary school “science” textbooks are no longer confined to 40 minutes of classroom time and space, and need to be explored inside and outside of the classroom. For example, “observation and investigation ” “planting and feeding ” “design and production ” and other activities. This kind of activity often takes a relatively long period to open, so we can call this type of learning long-term scientific inquiry activities. From the analysis of the specific operational level, long-term exploration completely breaks the view of time and space in a class, which brings some difficulties to the teaching and organization work. It requires educators to use rich educational resources, flexible teaching mode and suitable teaching strategies Carry out such activities.