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通过文献研究和对美国国家科学课程文件制定团队核心专家以及高中教师的访谈,了解美国科学教育标准中关于探究的争论和探究教学实践的状况。结合探究教学的研究成果,综合分析得出启示:认识不同形式的探究教学的优势和局限性,根据教学目标选用适当的探究教学形式;明确区分做为学习目标和教学方式的科学探究。
Through literature research and interviews with core members of the National Science Curriculum Development Team and high school teachers, we can understand the controversy about inquiry and the status quo of teaching practice in American science education standards. Combined with the research results of inquiry teaching, the enlightenment can be obtained through a comprehensive analysis: recognizing the advantages and limitations of different forms of inquiry teaching, selecting proper inquiry teaching forms according to the teaching objectives, and making a clear distinction between scientific inquiry as a learning objective and teaching method.