探究性学习在美国《科学探索者》教材上的体现

美国《科学探索者》教材选择贴近生活的各种实验活动,为探究性学习创设了良好的情境,以"课题"为主线,将探究性学习和知识学习融为一体,利用各种栏目潜移默化的训练学生的探究性思维,这对我国新一轮教材编写和一线教师利用探究性学习策略进行教学具有一定的启发。     

在探究中成长,在合作中成才

探究性小课题是新课程所倡导的重要的学习方式,也符合少先队活动的基本理念。下面笔者就以扬州代表队辅导的“中山陵是外地游客首选的旅游景点吗”小课题为例,谈谈探究性小课题的活动过程与辅导策略。     

浅谈信息技术环境下初中化学探究性学习

信息技术在现代教学中的重要作用已被大多数的教育工作者所认可．在化学教学中探究性学习也被教育工作者放到重要的地位上,信息技术环境下或运用信息技术促进化学探究性学习的研究显得优为重要。信息技术优化了化学教育教学资源、优化了化学教学过程。信息技术在化学探究性学习中要考虑到选择合适的课题、课题的科学性、及时向学生提供必要的信息技术。     

科学教学中探究性学习课题开发浅议

探究性学习是指学生在教师指导下,从自己的生活经验中选择和确定研究专题,通过个体或群体的学习,掌握知识,培养科学方法和探究能力,形成探究品质的活动.探究性学习,就是让我们的学生提出问题,并进行追根究底式的研究.爱因斯坦说过:"提出问题往往比解决问题更重要,因为解决问题仅仅是方法和实验的过程,而提出新的问题、则要找到问题的关键、要害."因此,课题是整个探究性学习中最重要的,选择好的课题,对学生探究性学习有良好的促进作用.如何在教学中引导学生选择合适的课题呢?     

道德教育的时代课题:探究性道德学习

探究性道德学习作为道德教育的时代课题．具有自主性、开放性、选择性，生成性等本质特征。哲学，个体道德发生学和建构主义心理学为探究性道德学习提供了理论基础，时代发展的强烈呼唤、人的主体意识的不断觉醒和道德教育发展的必然要求则为探究性道德学习奠定了现实基础。     

提高生物课程探究性教学效率的探讨

1．问题。人教版《普通高中课程标准实验教科书生物》，体现每个模块独特的知识体系和能力体系，倡导探究性学习，注重与现实生活的联系，全面提高了高中生的生物科学素养，是这套新教材编写的主要指导思想，这也体现了新课程的基本理念。其中，探究性学习是指学生从学习、生活和社会中选择有兴趣的问题或课题，用类似科学研究的方式，去解决问题或课题，并获得知识和体验的一种学习。探究性学习是以接受性学习为基础的，有它的许多优点：能够帮助学生体验知识获得的过程，体会科学研究的过程和方法，     

探究性学习实施策略研究

论述了探究性学习的重要性。提出了探究性学习以改变教师的教育理念为前提;以选择合适的课题为突破口;以培养创新型人才为目的的实施策略。认为只有转变学习方式、培养学生良好的创新思维品质、重视团队精神和重视非智力因素的培养,才能达到培养创新型人才的目的。     

浅谈探究性学习对提高学生艺术素养的价值

一、探究性学习促进艺术兴趣的发展 探究性学习提倡学生的主体性发展,尊重学生在学习活动中的主体地位,将学生在艺术方面的兴趣爱好和主观需要置于突出地位。探究活动的各个阶段和各个方面都给予学生充分的自主性,让他们参与课题的选择、确定课题探究的方向、决定课题探究的形式。当学习成为学生带着兴趣自主支配的探究行为时,     

对过氧化氢实验异常现象的教学探究

中学化学实验中有许多进行探究性学习的素材,本文通过对过氧化氢实验异常现象的探究,来阐述在中学化学实验中有关探究性课题的选择及其教学的设计.     

对过氧化氢实验异常现象的教学探究

中学化学实验中有许多进行探究性学习的素材,本文通过对过氧化氢实验异常现象的探究,来阐述在中学化学实验中有关探究性课题的选择及其教学的设计。     

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible dynamics between science inquiry and literacy in an integrated science approach. Six teachers and their students were recruited from a professional development course for the current classroom study. The teachers were to try out the Budding Science teaching model. This paper presents an overall video analysis of our material demonstrating variations and patterns of inquiry-based science and literacy activities. Our analysis revealed that multiple learning modalities (read it, write it, do it, and talk it) are used in the integrated approach; oral activities dominate. The inquiry phases shifted throughout the students' investigations, but the consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students' conceptual learning.     

Phases of inquiry-based learning: Definitions and the inquiry cycle

Inquiry-based learning is gaining popularity in science curricula, international research and development projects as well as teaching. One of the underlying reasons is that its success can be significantly improved due to the recent technical developments that allow the inquiry process to be supported by electronic learning environments. Inquiry-based learning is often organized into inquiry phases that together form an inquiry cycle. However, different variations on what is called the inquiry cycle can be found throughout the literature. The current article focuses on identifying and summarizing the core features of inquiry-based learning by means of a systematic literature review and develops a synthesized inquiry cycle that combines the strengths of existing inquiry-based learning frameworks. The review was conducted using the EBSCO host Library; a total of 32 articles describing inquiry phases or whole inquiry cycles were selected based on specific search criteria. An analysis of the articles resulted in the identification of five distinct general inquiry phases: Orientation, Conceptualization, Investigation, Conclusion, and Discussion. Some of these phases are divided into sub-phases. In particular, the Conceptualization phase is divided into two (alternative) sub-phases, Questioning and Hypothesis Generation; the Investigation phase is divided into three sub-phases, Exploration or Experimentation leading to Data Interpretation; and the Discussion phase is divided into two sub-phases, Reflection and Communication. No framework bringing together all of these phases and sub-phases was found in the literature. Thus, a synthesized framework was developed to describe an inquiry cycle in which all of these phases and sub-phases would be present. In this framework, inquiry-based learning begins with Orientation and flows through Conceptualization to Investigation, where several cycles are possible. Inquiry-based learning usually ends with the Conclusion phase. The Discussion phase (which includes Communication and Reflection) is potentially present at every point during inquiry-based learning and connects to all the other phases, because it can occur at any time during (discussion in-action) or after inquiry-based learning when looking back (discussion on-action).     

探究式学习的内容分析研究

新一轮基础教育课程改革大力倡导在各学科中,面向全体学生,开展多样化的探究式学习。很多的教育专家、一线教师对探究式学习进行了积极的探索研究。探究式学习在我国研究、实施的现状究竟如何?又有怎样的变化、发展趋势?还存在哪些主要的问题?怎样解决这些问题?针对这些疑惑,作者使用内容分析法对教育技术领域具有代表性的三种杂志近几年来关于探究式学习的论文进行了认真的分析、研究,并尝试着给出了解决问题的答案和策略。     

Revans reversed: focusing on the positive for a change

The classical principles of action learning, based on the work of Revans, usually include working with problems as the core. This article aims, by contrast, to show how a recent project of change has incorporated principles of appreciative inquiry (AI) based on social constructionism and positive psychology into an action learning process involving a wide range of participants. The concern for problems is considered showing that the process of diagnosing a problem can reinforce a deficit orientation. The key ideas of AI are presented, highlighting the purpose of finding out what is going on in terms of what is working well, and in doing so, it becomes possible to build a picture of the strengths and virtues of what is happening at work. Based on findings from a recent project of culture shift in a design and production company, a process of positive action learning is considered.     

基于创新人才培养的网络研究性学习模式探析

网络研究性学习是促进高校创新人才培养的一种有效教学模式,是当前我国高校推进教学改革的重要内容.本文在剖析网络研究性学习在促进创新人才成长过程中的作用和意义基础上,全面探讨和分析了网络研究性学习的基本要素、策略、一般模式及其应用.     

Inquiry as a Members’ Phenomenon: Young Children as Competent Inquirers

Understanding children’s inquiry often draws on exogenous understanding (i.e., scientists’ inquiry, classroom expectations) without first understanding inquiry in children’s everyday lives. In contrast, we examine young children’s inquiry in their families to better understand their competent engagement in inquiry. Specifically, we develop an endogenous representation of inquiry as a members’ phenomenon (IMP)—a representation formulated by participants in the course of their own activity. IMP highlights key moments in inquiry—beginning by orienting to inquiry, making progress by drawing on sensemaking resources, and orienting to ending inquiry. This representation also allows us to recognize evidence of young children’s competence in managing interactional, affective, and epistemic challenges inherent in these key moments of inquiry; the diverse array of sensemaking resources through which children address those challenges; and a range of children’s interests and concerns addressed within their inquiry. Furthermore, IMP provides a prism for reconceptualizing learning from learners’ perspective: attending to how participants orient to a moment of inquiry, inquire together, and come to what counts to them as a satisfactory end to their inquiry. This representation of inquiry is an important step in basic learning sciences research and informative for the design of science and other domain learning environments.     

探究性学习研究

探索性学习是我国教育改革大力提倡的一种学习方式，探究性学习的实施与开发需要一定的社会基础和心理基础。在实施的过程中，教师与指导者需要掌握探究性学习的界定、类型；同时，也需要掌握探究性学习开发的具体模式，从而为这种学习方式在基础教育领域开发奠定一定的基础。     

高校探究性学习有效性研究

探究性学习是让学生在教师的指导下像科学家“做研究”一样,通过科学探究的过程自主构建知识体系的教学方式。然而,目前高校开展的探究性学习大多浮于表面、流于形式,没有实现真正意义上的探究过程。影响探究性学习有效性的因素有学生的认知基础与主体地位、教学设计与教学实施、探究学习的环境与资源、技术工具、评价方法等。通过引导学生进行充分的学习准备,保证高效的探究性学习;采用教学的“元认知”策略,提高学生的学习效率;提倡小组合作学习方式,促进学习者的全面发展;科学制定教学评价标准,通过经验反思促进学习巩固;加强信息技术与教学的整合,可以提高高校探究性学习的有效性。     

Laboratory apprenticeship through a student research project

There has been a long tradition of laboratory activities associated with science instruction. Despite constructivists' claims advocating open-ended inquiry and mentoring, little is known about what students are thinking when engaged in laboratory activities. Laboratory learning as a process of cognitive apprenticeship has been proposed as a metaphor to guide teacher practice and student learning. The viability of cognitive apprenticeship for learning science in school is discussed in relation to findings from an investigation of a research project involving high school students working in a university chemical engineering laboratory under the mentorship of a university-based scientist. Data from a variety of techniques were analyzed in an interpretive style. We found that the students were empowered to seek empirically viable knowledge claims as they became independent researchers. However, we argue that caution needs to be exercised before advocating open-ended inquiry as a general model for laboratory learning without additional studies in different contexts. © 1996 John Wiley & Sons, Inc.