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West Nile Virus: Using Adapted Primary Literature in Mathematical Biology to Teach Scientific and Mathematical Reasoning in High School 总被引:6,自引:5,他引:1
Stephen P. Norris John S. Macnab Marjorie Wonham Gerda de Vries 《Research in Science Education》2009,39(3):321-329
This paper promotes the use of adapted primary literature as a curriculum and instruction innovation for use in high school.
Adapted primary literature is useful for promoting an understanding of scientific and mathematical reasoning and argument
and for introducing modern science into the schools. We describe a prototype adapted from a published article on a mathematical
model of the spread of the West Nile virus in North America. The prototype is available as a web-based resource that includes
supplemental pedagogical units. Preliminary feedback from use of the prototype in two classrooms is described and a sketch
of an ongoing formal evaluation is provided. 相似文献
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Adapted primary literature (APL) refers to an educational genre specifically designed to enable the use of research articles for learning biology in high school. The present investigation focuses on the paedagogical content knowledge (PCK) of four high‐school biology teachers who enacted an APL‐based curriculum in biotechnology. Using a constructivist qualitative research approach, we analysed those teachers' aims and beliefs, the instructional strategies they used during the enactment of the curriculum, as well as the outcomes of the enactment as perceived by the teachers and their students, and as reflected in the class observations. Some of the teachers' strategies applied during the enactment, such as the conversational model, were specifically designed for teaching APL‐based curricula. We found that the instructional strategies applied for the adapted articles were associated with cognitive and affective engagement, active learning, inquiry thinking, and understanding of the nature of science. Suitable teacher PCK promoted learning by inquiry in addition to learning on inquiry. Students' challenges were mainly linked to the comprehension of complex, multi‐stage, biotechnological processes and methods that are abundant throughout the curriculum and required the use of previous knowledge in new contexts. A complex interaction of factors, namely teachers' PCK, the APL genre, and the biotechnology content of the curriculum, shaped the instructional strategies of the new curriculum and the outcomes of its enactment 相似文献
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日本的中小学数学教学研究形态及其特征为:“学习指导案”的设计是数学教学研究的开端,也是数学教学研究的关键环节;数学教学研究的成长是从职前教育一直延续到终身教育,它具有“圈子”的团队精神、传承性、可持续性和系统性、广泛的民间基础等;日本中小学数学教师的教学研究策略包括8个步骤.日本的课堂教学一般分为5个阶段:复习已学过的课程,提出当天要解决的问题,学生独立或小组合作,讨论解决方法,赞扬或总结主要观点.日本的数学教育工作者非常重视数学教育研究的实践性,几乎每个中小学数学教师都有自己长期研究的课题和计划。 相似文献
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新课程背景下中学生物学教学法之提问技巧 总被引:1,自引:0,他引:1
就生物教学的提问技巧提出一些想法,希望能更加激发学生学习兴趣,引导学生发现问题、思考问题、分析问题和解决问题,进而形成以学生为主体、师生互动的教学效果。 相似文献
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中小学"数学情境与提出问题"教学探析 总被引:12,自引:5,他引:12
中小学“ 情境—问题” 数学教学研究是基于国际、国内数学教育改革大趋势而开展的一项前沿性、探索性与实证性的数学教学研究.它所提倡的课堂教学观有:(1)以人为本,以学生为中心;(2)关注学生的学习过程;(3)发展共性与突出个性.“ 情境—问题” 数学教学实验研究还应在以下 3 方面做出努力:(1)实验研究范围需进一步扩大;(2)将“ 情境—问题” 数学教学的基本理念向其它学科渗透;(3)进一步提升理论研究水平. 相似文献
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论中小学“数学情境与提出问题”的数学学习 总被引:24,自引:30,他引:24
创新源于问题,问题源于情境,在中小学数学教育中,应着力抓住创设数学情境与提出数学问题的“情境-问题”学习链,努力培养学生的创新意识和实践能力,以利于我国创造型人才的成长。 相似文献
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梁微 《开封教育学院学报》2014,(2):219-220
近年来,随着教育体制改革的不断深入,各省市的高中教师更加注重学生的实践能力以及创新能力培养。然而,在诸多因素的影响下,高中生物的实验教学工作仍存在一些不足之处,学生的主体能动性并没有被充分地调动起来。探究式教学模式,能充分调动学生的学习积极性,并在实际的探究过程中,帮助学生提升自身的实践能力和创新能力。 相似文献
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生物课程运用学案教学法对于培养学生的探究思维能力非常有益。文章主要探究学案教学中应当注意的几方面的问题:①疑点的设置;②问题意识的培养;③师生互助的设计;④精讲与总结。 相似文献
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1体验学习理论模型
"体验学习的循环理论模型"通常指的是库伯的四阶段模型,库伯用四个元素建立起了四阶段理论模型:具体的体验--观察与反思--抽象概念的形成--在新情境中检验概念的意义. 相似文献
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再论中小学"数学情境与提出问题"的数学学习 总被引:29,自引:28,他引:29
辩证唯物主义认识论,现代数学观和建构主义学习观指导下的“设置数学情境与提出数学问题”教学实验,旨在培养学生的数学问题意识,提高学生的提出数学问题和解决数学问题能力,增强学生的创新意识和实践能力,创设数学情境,就是呈现给学生刺激性数学信息,引起学生学习数学的兴趣,启迪思维,激起学生的好奇心,发现欲,产生认知冲突,诱发质疑猜想,唤醒强烈的问题意识,从而使其发现和提出数学问题,解决数学问题。 相似文献
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1当前初级中学生物课堂教学的现状1.1当前形势在初级中学,生物科作为一门非中考科目,为减轻学生的课业负担,很多教师坚决不布置课外作业,所有内容都在课堂上完成。这样使很多老师都感到教学课时非常紧,教学内容多,练习和讲评时间不足,教学效果不理想的困扰。在这种情况下,如何改进课堂教学的方式方法,同时引导学生改变学习方法和学习习惯,提高生物课堂教学实效性,是现在面临的最大问题。 相似文献
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模型是人们为了某种特定目的而对认识对象所做的一种简化的描述。它舍去了原型的一些次要的细节和非本质的联系,以简化的和理想的形式再现原型的各种复杂结构、功能和联系。作为一种现代科学认识手段和思维方法,模型在解决生物学问题方面有着重要的作用。 相似文献
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This paper reports Grade 12 students’ biology learning during interactive teaching classes in 2001 in Taiwan. The researcher
as teacher, working within an interpretive framework, set out to improve her senior high school student biology teaching and
learning. An intervention based on a social constructivist view of learning was designed, implemented and evaluated. The findings
of this study indicate that intervention students’ cognitive development was facilitated, their reasoning and social abilities
were enhanced, and they enjoyed the lessons more. Their first term examination outcomes were comparable with those in the
traditional teaching classes. This study, therefore, provides an example for how interactive teaching, based on a social constructivist
view of learning, can be effectively used for teaching and learning biology in the senior high school in Taiwan. 相似文献
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指数函数和幂函数是数学中常见的函数形式,当其自变量为某些特殊值时,可以称之为特殊函数。特殊函数在高中生物教材中多次出现,充分理解好这些函数的数量关系.有利于更好地把握高中生物教材,学好生物学知识,下面将高中生物教材中与特殊函数有关的知识整理如下。 相似文献