在探究过程中培养学生的科学态度

全日制义务教育《物理课程标准》将科学探究纳入内容标准 ,要求在教学中使学生经历基本的科学探究过程 ,形成尊重事实、探索真理的科学态度。这就涉及到对科学态度、科学探究及其相互关系的认识 ,以及如何在探究过程中培养学生科学态度的问题。本文讨论了科学态度和科学探究的含义及其相互关系 ,并通过实际的教学案例说明如何在科学探究过程中培养学生的科学态度     

在初中生物学教学中开展探究式教学的几点看法

探究式教学是一种以学生为主体在教师指导下学生自主探索学习的教学方式 ,它强调动手动脑 ,让学生在实践中探索研究和“发现”知识 ,有利于培养学生的创新意识、创新思维及实践能力 ,能全面提高学生的科学素质。在教学中应积极运用并不断探索。1　注重对学生探究“模式”与“方法”的启蒙1.1　重视生物科学发现史的教学　生物学的发展是一个不断探索和发现的过程 ,在这些发现中给人们以科学方法、科学态度及科学精神的启迪 ,初中生物学教材穿插介绍了部分经典的生物科学发现 ,如疟疾的发现与治疗 ,光合作用的发现 ,青霉素的发现等 ,教师应重…     

激发学习动机教学模式在生物学探究课题中的实践

本文基于激发学习动机的教学模式,综合运用任务设计、权力分配、小组安排、时间分配、肯定方式、评估活动和教师期待等课堂结构因素,激发学生对生物学课题探究的主动性、自主性,增强完成探究任务的自信心。     

让学生在化学实验探究中创新

在化学实验教学改革中尝试探究性化学实验教学，寻找培养学生创新能力的有效途径。对探究性化学实验在培养学生创新能力中的意义、教学步骤和要求、教学策略作了探讨。     

如何开展生物学研究性学习

从本质上讲，开展研究性学习就是为了改变学生被动接受知识的学习方式，为学生构建一种开放的学习大环境，培养学生自主获取知识的能力和创新精神，使他们养成主动学习的习惯，为他们今后的可持续发展打下基础。基于上述考虑，生物学科的研究性学习可在两个层面上展开。     

科学探究中"问题"的创设

科学的发展始于发现问题．问题可以激励人们去学习，去实验，去创造。因而创设问题、解决问题的方法的学习极为有利于学生创造性思维的发展。     

How can organisations learn: an information systems development perspective

This article sets out to argue that organisations can learn but that they cannot do so in their own right without infrastructural support. This article further examines the notion that individuals in organisations also require the cognitive participation of the organisation itself as a learning entity to learn. The close reliance and affiliation required between individuals and organisations to enable their learning from one another are discussed. In continuation of this, specific examples are provided through the industry sector of information systems development (ISD) projects to illustrate of how organisations can learn. Finally, the question of how one identifies organisational learning is analysed. Following on from the ISD and its use in the analogy of organisational learning, the article discusses an organisational empirical research project currently being undertaken by the authors, which utilises blogs. Though there are many potential organisational learning connotations associated with blogs, they could be perceived as a type of information system. The ongoing research being undertaken with the company using the blogs will attempt to identify indicators of learning at the individual, group and organisational levels. The significance of the issues explored in this article lies in the fact that it addresses an ISD approach to study how an organisation learns, and why this perspective is useful towards understanding the process of organisational learning. This article contributes to the organisational learning debate through an illustrative industry example of ISD projects. In doing so, we wish to argue that though individual learning can occur in ISD projects, the collective nature of projects primarily engenders the interpretive aspect of organisational learning. We further believe that it is the interactive nature of an ISD project that allows an organisation to learn in tandem with project members as exemplified through the stages of a project life cycle. We feel that this article contributes to the ISD and organisational learning literature in terms of linking both concepts together.     

Assessing the influence of field- and GIS-based inquiry on student attitude and conceptual knowledge in an undergraduate ecology lab

Combining field experience with use of information technology has the potential to create a problem-based learning environment that engages learners in authentic scientific inquiry. This study, conducted over a 2-yr period, determined differences in attitudes and conceptual knowledge between students in a field lab and students with combined field and geographic information systems (GIS) experience. All students used radio-telemetry equipment to locate fox squirrels, while one group of students was provided an additional data set in a GIS to visualize and quantify squirrel locations. Pre/postsurveys and tests revealed that attitudes improved in year 1 for both groups of students, but differences were minimal between groups. Attitudes generally declined in year 2 due to a change in the authenticity of the field experience; however, attitudes for students that used GIS declined less than those with field experience only. Conceptual knowledge also increased for both groups in both years. The field-based nature of this lab likely had a greater influence on student attitude and conceptual knowledge than did the use of GIS. Although significant differences were limited, GIS did not negatively impact student attitude or conceptual knowledge but potentially provided other benefits to learners.     

Generative methodology: an inquiry into how a university can acknowledge a commitment to its Aboriginal community

This paper maps ethical and epistemological issues around attempts by a university to negotiate with the traditional custodians of the Sydney basin, the Darug, to facilitate the intergenerational transmission of knowledge within their community, and through the university curriculum. The theory and practice of research raised some important methodological questions about what constitutes knowledge in Aboriginal and western contexts. The project brought us to reflect upon the epistemological basis of our research to consider whether it was history, ethnography, cultural resource management or memory work. As we worked through these issues during the process of consultation and negotiation with Senior Darug, the inquiry began to focus on how a university can acknowledge a commitment to its community. Such a commitment for a university must be built around attentiveness and respect, rather than an epistemology of control. We find that respecting the power structures and organisation of an Aboriginal community is a crucial step for a university in performing such a commitment. Respect for the established power relations in these communities constitutes the very basis of a generative methodology.     

浅谈思想政治工作中的创新问题

面对新形势的迅猛发展，思想政治工作面临严峻挑战，只有在继承的基础上不断创新，才能切实加强和改进思想政治工作。     

如何做好生物课中的探究性学习

探究性学习是一种体验性、参与性的学习,是在教师的指导下具有严密学术性、创造性的活动。在生物教学中如何进行探究性学习,本文从营造开放、宽松、和谐的探究氛围,设计与选择适合的活动主题,利用多种形式开展探究性学习,进行合理有效的评价等4个方面进行了阐述。     

High school students' ideas about theories and theory change after a biological inquiry unit

Students' epistemological beliefs about scientific knowledge and practice are one important influence on their approach to learning. This article explores the effects that students' inquiry during a 4‐week technology‐supported unit on evolution and natural selection had on their beliefs about the nature of science. Before and after the study, 8 students were interviewed using the Nature of Science interview developed by Carey and colleagues. Overall, students held a view of science as a search for right answers about the world. Yet, the inconsistency of individuals' responses undermines the assumption that students have stable, coherent epistemological frameworks. Students' expressed ideas did not change over the course of the intervention, suggesting important differences between students' talk during inquiry and their abilities to talk epistemologically about science. Combined with previous work, our findings emphasize the crucial role of an explicit epistemic discourse in developing students' epistemological understanding. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 369–392, 2003     

The development of dynamic inquiry performances within an open inquiry setting: A comparison to guided inquiry setting

Dynamic inquiry learning emphasizes aspects of change, intellectual flexibility, and critical thinking. Dynamic inquiry learning is characterized by the following criteria: learning as a process, changes during the inquiry, procedural understanding, and affective points of view. This study compared the influence of open versus guided inquiry learning approaches on dynamic inquiry performances among high‐school biology students. We hypothesized that open inquiry students who engage in the inquiry process from its initial stage, participating in the decision making process of asking inquiry questions and planning all aspects of the inquiry, will outperform students who experienced guided inquiry, in terms of developing dynamic inquiry performances. Students were divided into two groups: guided and open inquiry learning approaches. Both groups were followed throughout their 2‐year inquiry learning process. The data sources included interviews, students' inquiry summary papers, logbooks, and reflections. A quantitative content analysis of the two groups, using a dynamic inquiry performances index, revealed that open inquiry students used significantly higher levels of performances in the criteria “changes during inquiry” and “procedural understanding.” However, the study's results indicated no significant differences in the criteria “learning as a process” and “affective points of view.” The implementation of dynamic inquiry performances during inquiry learning may shed light on the procedural and epistemological scientific understanding of students conducting inquiries. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1137–1160, 2009     

不完备市场下的创业选择对居民消费的影响

创业者已成为我国社会生活中的一大群体,创业如何影响创业者的消费,现有研究却鲜有涉及,本文通过实证得出,选择创业确实会影响家庭消费水平。选择创业家庭的耐用品消费、非耐用品消费和总消费水平高于非创业家庭;随着创业年限增长,家庭的耐用品消费、非耐用品消费和总消费会随之上升;创业年限增长与创业家庭的消费水平呈正相关,创业年限增长对创业成熟期家庭消费的影响更为突出。     

How the Psychiatrist can Help

Professor Philip Graham, professor of child psychiatry, Institute of Child Health, London University, discusses the inter-related roles of the teacher and the psychiatrist in identifying the emotional needs of children