探究式教学的模型建构探讨

本文在探析科学探究过程及其构成要素,综合探究式教学实践的基础上,从模型建构的角度出发阐述了探究式教学的实质.     

Making Connections: Learning and Teaching Chemistry in Context

Even though several studies have reported positive attitudinal outcomes from context-based chemistry programs, methodological obstacles have prevented researchers from comparing satisfactorily the chemistry-learning outcomes between students who experience a context-based program with those who experience a content-driven program. In this narrative inquiry we are able to address the question: how do the recalled experiences of a student and her teacher in context-based and concept-based chemistry programs compare? From the student’s unique perspective of experiencing both programs with the same teacher, we have constructed our collective account around four themes; namely, the extent to which the student makes connections between chemistry concepts and real-world contexts, developing research independence through engaging in extended experimental investigations related to contexts, learning chemistry concepts through contexts, and conceptual sequencing in a context-based program. The student reported real-world connections between chemistry concepts and contexts, found her engagement in the context-driven tasks interesting and productive, and identified connected sequences of concepts across the contexts studied. Despite difficulties for teachers who are required to shift pedagogies, the student’s lived experiences and outcomes from a context-based program provide some encouragement in working through these issues.     

Learning for You and Learning for Me: Mentoring As Professional Development for Mentor Teachers

Professional development (PD) opportunities for teachers most commonly take place outside the classroom and are typically designed to address specific components of teachers’ instruction or curriculum. However, there are other activities that take place within the classroom that may have a profound impact on the PD of a teacher. We sought to gain a deeper understanding of the influence that placing a teacher in a mentor role can have on their PD and practice. Thus, we researched the influence of mentor teachers’ work with university-level STEM education majors by engaging in teaching a limited series of STEM inquiry-based lessons in the mentors’ classrooms. Surveys of the mentor teachers indicated that there were many positive benefits for mentors, including gaining new ideas, increased reflection on their practice, increased engagement of students, and in some cases shifts in practice.     

用研究性学习理念指导系统生物学实验教学

系统生物学是随着生物科学发展而出现的一门新的分支学科。根据系统生物学的学科特点和学生的实际情况,为本科生开设了包括生物芯片和双向电泳等系统生物学实验内容。,在研究性学习理念的指导下,逐步形成了研究性学习理念指导下的系统生物学实验教学模式。实践证明研究性实验教学在激发学生学习的主动性和培养创新能力方面具有独特的教育功能,有利于学生科研素质培养,已初步取得了较好的教学效果。     

跟进性探究在本科教学中的应用——一项基于设计的研究

本文运用基于设计的研究,通过对教师和学生在跟进性探究(Progressive Inquiry)活动中所贡献的知识特征和质量进行的内容分析和描述性过程反思,指出该模式对学生知识创新能力培养的重要性,并给出了实施过程中存在的问题和注意事项.     

互动探究教学模式的实践与思考——以高中《经济全球化》一课为例

互动探究教学模式是以学生为主体,以学会学习为目标,采用师生互动、生生互动、共同探究的课堂教学方式,达到活化政治课堂,提高教学效果的目的.本文试从教学实践时此进行初步的探索和思考.     

思维方法在探究性阅读教学中的地位与作用解析

科学的思维方法是探究性阅读教学成功的关键,科学的探究思维方法形成也是探究性阅读教学的主要目的之一,对思维方法在探究性阅读教学中的地位和作用的认识不够是导致探究性阅读教学实施效果欠佳的主要原因之一。通过分析思维方法在整个语文教学、探究性阅读教学中的地位和作用,以及思维方法科学化与探究性阅读教学科学化的关系,阐明了思维方法在探究性阅读教学中的重要地位和作用,进而为探究性阅读教学的实施指明了方向。     

论艺术性教学叙事在新教师专业发展中的应用

艺术性教学叙事研究是加拿大学者的首创与演绎。它是一种对实践的沉思态度,是一种原汁原味、绘声绘色的经过艺术加工的自我讲述,它能够加深初为人师者对教学的理解,并为促进其发展提供有效的途径。文章探讨了艺术性教学叙事发生机制、途径与特点,认为艺术性教学叙事研究的本质特征在于其重视个体实践知识。既是一种全新的教学方法,也是一种教师专业化发展的良好途径。     

中国政策咨询业发展的现状、问题及对策研究

本文回顾了我国政策咨询业的发展历程 ,总结出所取得的五方面成就。在此基础上着重分析了目前所存在的差距和问题 ,最后提出了解决的 5项对策     

基于物理核心素养的“速度变化的快慢——加速度”教学设计

以"加速度"一节为例进行教学设计,教学过程包含概念引入、概念形成、概念应用、概念反馈四个阶段。从Dislab传感器实验入手,运用了类比、推理、综合分析、归纳总结等多种科学探究方法,旨在让学生深刻的理解并牢固掌握加速度这一重要概念,培养其物理学科核心素养,为学生的终生发展奠定基础。