科学教学探究活动设计的思考与实践

科学探究既是学生的学习目标,又是重要的教学方式之一。本文从一些教学实例入手,论述如何使学生更好地学习和把握科学探究方法,培养创新精神。     

谈物理概念教学中的科学探究

《物理课程标准》提出：“科学探究既是学生的学习的目标，又是重要的教学方式之一。”物理概念是物理知识系统中的精华，是物理学的基础。在物理概念教学中，必须将“科学探究”贯穿于教学的全过程。一般说来，物理概念教学要抓好三个环节。一是创设学习物理概念的环境，引     

科学探究教学:在新课程标准下的探索与实践

引导学生进行科学探究,培养学生科学探究能力,是科学课程倡导的教育理念。科学探究既是学生的学习目标,又是重要的学习方式,更是一种教学理念,贯穿整个教学过程。科学探究具备一定的特征,包含诸多要素。本文在对科学探究的含义、特征及其要素的分析基础上,着重从在科学课程课堂教学中开展科学探究进行了探讨,并结合实例阐述了在探究教学中应注重的规律和方法。     

初中物理科学研究方法的教学策略

在初中物理教学中，除知识要求以外，还把科学方法作为重要教学内容。这既是物理教学规律的必然要求，又是物理教学目的与教学内容相互对应的逻辑体现。因此要培养学生的能力,提高学习效率，就必须从物理科学研究方法教学入手。     

漫谈物理教学与审美教育

美育，既是一种审美活动，又是一种教育活动。物理教学的美育过程，是教师引导学生对前入所创造的科学形象、科学方法和科学境界进行感受、体验、领悟、理解，从而得到赏心悦目、怡情养性的审美享受和审美启发等教益的过程。因此，教师在按照物理教学规律组织教学的同时，应着力培养学生的审美意识和审美能力，以帮助学生树立正确的科学观和审美观。那么，如何把美育融人物理教学呢?笔认为有以下实施通道。     

科学课教学如何有效地开展探究性学习

科学课程标准指出：科学探究既是科学学习的目标,又是科学学习的方式,亲身经历探究为主的学习活动是学生学习科学的主要途径．科学探究是科学学习的核心环节,是教学的主旋律,是在教师指导下,根据学生各自的兴趣、爱好和条件,     

信息技术课堂有效互动的策略

课堂教学既是一门科学又是一门艺术,师生都是课堂教学的主人,在课堂教学过程中只有交相辉映,启发学生,使学生学会学习,懂得学习,是课堂教学艺术与科学的所在。信息技术课程教学发展历史较短,积累、沉淀下来的教学经验和教学研究相对比较薄弱,绝大多数信息技术教师在平时的教学中存在闭门造车的现象。     

探究性学习呼唤服务型科学教师

《科学课程标准》明确提出“科学学习要以探究为核心。学生是探究的主体。”探究既是科学学习的目标,又是科学学习的方式,亲身经历探究为主的学习活动是学生学习的主要途径。 在小学自然(或科学)教学中,教师主要任务并不是把知识灌输给学生,让学生“读科学”、“记科学”,而是让学生“做科学”,“懂科学”,领悟科学的思想观念,体会科学家研究自然界所用的方法。探究过程中是充     

谈物理教学中如何渗透科学探究

"科学探究"是新课改下对新课程教学提出的一种新的教学方法和学习方式。初中《物理课程标准》中指出:科学探究既是学生的学习目标,又是重要的教学方式之一。因此,教师在进行物理教学时,要把"科学探究"渗透到课堂教学中去。要在现行的教学体制下交给学生科学探究方法,培养学生科学探究能力。     

在中学生物教学中渗透环境教育

环境教育是提高全民族思想道德素质和科学文化素质，实施可持续发展战略的基本措施之一。课堂教学作为素质教育的主阵地和主渠道，中学生物作为中学生获得基本的科学方法和科学知识，并形成一定的科学态度的基本学科，它在帮助学生探索大自然的奥秘的同时，也担负着对学生进行环境教育的神圣职责，因而在生物教学中渗透环境教育，既是合乎逻辑的，同时又是非常必要的。     

发展科学教育 培育科学文化

中国的科学教育已走过百年历程,起到了十分重要的教育作用。但总的来说,我国的科学文化还很不发达,科学教育程度不够。为了改变这一现状,我们需要从三个方面进行努力:第一,全面理解科学教育,树立正确的科学价值观;第二,培育积极完整的科学文化;第三,创造和谐、自由的科研环境。     

Philosophy of Science and School Science

The purpose of professional education programs is to prepare aspiring professionals for the challenges of practice within a particular profession. These programs typically seek to ensure the acquisition of necessary knowledge and skills, as well as providing opportunities for their application. While not denying the importance of knowledge and skills, this paper reconfigures professional education as a process of becoming. Learning to become a professional involves not only what we know and can do, but also who we are (becoming). It involves integration of knowing, acting, and being in the form of professional ways of being that unfold over time. When a professional education program focuses on the acquisition and application of knowledge and skills, it falls short of facilitating their integration into professional ways of being. In addition, through such a focus on epistemology (or theory of knowing), ontology (or theory of being) is overlooked. This paper explores what it means to develop professional ways of being where the focus is becoming, not simply knowing as an end in itself.     

科学、科学文化和科学教育

要搞好科学教育,需要拓宽视野,深化认识,提升境界,减少盲目性。为此,要弄清科学的内涵、关注科学内涵的发展;要摒充狭隘的还原主义科学观,从多种角度揭示科学的内涵、本质并加以综合;要注意挖掘现代科学的文化内涵,认识它对有效培养学生科学素养的作用,重视科学文化的教育价值并用来指引科学教育的改革,不能简单地采用"科学 人文"的方式;还要抓住重点,妥善处理好科学文化各要素之间的关系。     

Contextualized Science for Teaching Science and Technology

A comprehensive view of science and technology in curricular reforms and materials is needed to promote public understanding and participation in science issues. This paper presents the results of an analysis of the treatment of the nature of science and technology in science curricular materials in India. Textbook sections on the conceptions of mechanics are the basis for this analysis. A contextualized curriculum for schools is offered as a more productive approach to learning and exploring science concepts, processes, and science-and-technology issues. The controversial Sardar Sarovar Hydro-Electric Project in India is used as an exemplary case that can further this effort. The paper concludes that a contextualized curriculum is potentially quite powerful for addressing the nature of science and technology in school curricula and materials.     

Nature of Science and Science Content Learning

Besides viewing knowledge about the nature of science (NOS) as important for its own value with respect to scientific literacy, an adequate understanding of NOS is expected to improve science content learning by fostering the ability to interrelate scientific concepts and, thus, coherently acquire scientific content knowledge. However, there is a lack of systematic investigations, which clarify the relations between NOS and science content learning. In this paper, we present the results of a study, conducted to investigate how NOS understanding relates to students’ acquisition of a proper understanding of the concept of energy. A total of 82 sixth and seventh grade students received an instructional unit on energy, with 41 of them receiving generic NOS instruction beforehand. This NOS instruction, however, did not result in students having higher scores on the NOS instrument. Thus, correlational analyses were performed to investigate how students’ NOS understanding prior to the energy unit related to their learning about science content. Results show that a more adequate understanding of NOS might relate to students’ perspective on the concept of energy and might support them in understanding the nature of energy as a theoretical concept. Students with higher NOS understanding, for example, seemed to be more capable of learning how to relate the different energy forms to each other and to justify why they can be subsumed under the term of energy. Further, we found that NOS understanding may also be related to students’ approach toward energy degradation—a concept that can be difficult for students to master—while it does not seem to have a substantive impact on students’ learning gain regarding energy forms, transformation, or conservation.