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科学教学的过程应该成为学生自主探究的过程,而教师的责任就是注重引导与点拨,促使这种探究的顺利进行,努力提高科学探究活动的有效性。本文试图从科学探究的基本环节出发,依据课程标准的要求以及学生的实际发展水平和需求,来探讨提高学生科学探究活动的有效性问题。一、努力创设情境,引导学生提出问题、做出假设兴趣是求知的向导,只有当学生对知识产生了积极的探究欲望时,才能有效地激发学生自行探究的动机。科学教学中知识的获取、概念的形成,一般是以创设问题情境,发现问题为起点的,通过提出假设、验证假设、获得结论而解决问题。
The process of science teaching should become the process of students’ self-exploration, and the teacher’s responsibility is to guide and give pointers to promote the smooth progress of this inquiry and strive to improve the effectiveness of scientific inquiry activities. This article attempts to explore the basic principles of scientific inquiry, and discuss the ways to improve the effectiveness of students ’scientific inquiry activities according to the requirements of curriculum standards and students’ actual development level and needs. First, strive to create situations, guide students to ask questions and make assumptions that interest is a guide to learning. Only when students have a positive desire to explore knowledge, can they motivate students to explore themselves effectively. The acquisition of knowledge and the formation of concept in science teaching generally begin with the creation of the problem situation and the discovery of the problem, and solve the problem by putting forward the hypothesis, verifying the hypothesis and obtaining the conclusion.