化学教学中科学素养目标的达成途径

科学素养是当前世界各国教育研究课题的核心内容,青少年的科学素养水平已成为一个国家教育水平和国际竞争力的重要标志之一.目前在我国要全面提高青少年学生的科学素养,必须以学科教学为实践出发点.在化学教学中,可以通过多维度拓展教学内容,采用灵活多样的探究式教学方法,建构多元发展的教学评价机制等措施,注重教学过程中的人文关怀,以促进科学素养教育.     

网络时代大学英语研究性学习探讨

本文首先分析了研究性学习的5个特征,接着探讨了大学英语教学改革的趋势,然后分析了利用网络资源学习的特点,最后提出了利用网络实施大学英语研究性学习的策略,为大学英语教学改革提出了新的设想.     

美国社会科“探究弧”:内容、特征及启示

美国在《为大学、职业及公民生活做准备的社会科州立标准框架:提高K-12年级公民、经济、地理和历史学科严谨性的指导》(C3框架)中提出了推动探究在课程实施中落地的指导框架——"探究弧"。该框架围绕问题、概念、证据和行动四个维度对社会科课程的实施进行指导,意在通过探究增进学生对知识的理解,提升学生相关的学习能力,使学生为更好地参与未来生活做好准备。我国德育课程可以考虑借鉴"探究弧"将学生发展作为核心的理念及其在课程方案设计、跨学科教学实施和教学过程中多种能力融合培养等方面的经验,提升德育课程教学的效果。     

支持探究性学习的物联网传感系统的设计与开发

探究性学习是国内基础教育改革的一项重大举措,但在实践中却受到人力、物力、财力的限制．推广困难。物联网技术具有全面感知、可靠传递、智能处理等特征,可以模拟真实场景,为探究性学习提供有利的技术支持。基于支持探究性学习开发的物联网传感系统,利用传感器技术实现真实环境中数据的获取和传输．并通过网络技术和图形显示与处理技术集成网络教学平台,实现远程、直观掌握真实情景事务的功能。在生物实验中的应用实例证明,利用物联网技术支持探究性学习有助于节约实验经费、减轻教师负担、激发学生学习兴趣、提升探究性学习活动的效果。     

钠与硫酸铜溶液反应的探究式教学设计与实践

开展探究式教学有利于学生科学素养的全面发展,与其他方式相比,它具有综合优势.为此,我们结合钠与硫酸铜溶液的反应,探究了钠与硫酸铜溶液反应的实质,强调了探究式教学在化学教学中的重要作用.     

边疆高校网络环境下开展大学语文探究式教学的思考

环境下开展大学语文探究式教学,使先进的信息技术与探究课程相整合,引导大学生利用网络资源发现问题、主动探究、解决问题。这有利于培养大学生的创造性思维和自学能力,有利于提高大学生的语文能力和人文素质,能最大限度地发挥师生教与学的优势,从而实现大学语文的教学目标。     

Interpretive Inquiry as Qualitative Communication Research

Qualitative communication research approaches vary from grounded theory and participant-observation to Q-sort, content analysis, and ethnographic inquiry—to name but a few. What often rests outside the qualitative rubric is the hermeneutic tradition of interpretive scholarship. This essay unites interpretive inquiry and qualitative research in summary fashion by outlining a macro understanding of qualitative communication inquiry, an interpretive approach to communication scholarship within a philosophical tradition entitled philosophical hermeneutics, and finally a public roadmap of how to understand and engage interpretive inquiry as a form of qualitative research in communication. This essay advocates interpretive inquiry as an additional contributor to the ongoing tradition of qualitative research in communication.     

Collaborative inquiry in teacher professional development

This article presents an in-depth case study of a complex community of inquiry. In this community, teachers worked collaboratively to build from situated assessments of students' learning through reading to refine and monitor practices designed to enhance student learning in their subject-area classrooms. In this report, we present evidence to address three questions: (1) What did inquiry look like within this community?; (2) How was collaboration implicated in teachers' inquiry?; and (3) How was engagement in inquiry related to meaningful shifts in teachers' practice and learning? This research contributes by uncovering important links between teacher inquiry, collaboration, and educational change.     

Promoting Science Outdoor Activities for Elementary School Children: Contributions from a research laboratory

The purposes of the study were to analyse the promotion of scientific literacy through practical research activities and to identify children's conceptions about scientists and how they do science. Elementary school children were engaged in two scientific experiments in a marine biology research laboratory. A total of 136 students answered a questionnaire about their previous habits towards science and carried out the following actions: (1) a guided visit to the laboratory, (2) a brief presentation of the research theme, (3) the development of two experiments, and (4) a questionnaire about the experiments and science conceptions. The research methods included observation, document analysis, and content analysis of the answers to the questionnaires. Additionally, each visit was video recorded in order to design learning materials. The results revealed that most of the pupils were able to follow every stage of experimentation. However, some of them misinterpreted results and conclusions. One implication of the study is that this type of outdoor activity is extremely important to promote meaningful science learning in children, but more care should be taken in practical science activities so that children can overcome some common difficulties when performing scientific inquiry.     

Upper Secondary French Students,Chemical Transformations and the “Register of Models”: A cross‐sectional study

The purpose of this study is to identify how upper secondary school French students (Grade 10–12) interpret chemical transformation with regards to the changes within molecules and atoms, and in terms of intramolecular and/or intermolecular bond breaking. In order to identify and describe the students’ assimilated knowledge, four questions were asked to 930 students using a written questionnaire submitted a long time after the related teaching took place. There is much research into student learning in the concept areas discussed here (atoms and molecules, chemical change, chemical bonding), as reviewed in the paper. The present study presents data from an educational system where limited work has been reported in the international literature. The French system has its own unique curriculum, and is taught in the national language (where much of the existing research has concerned learning in Anglophile systems). The research reported here found that French secondary students experienced many similar difficulties in understanding these key scientific concepts to those that have been reported elsewhere, showing the cross‐cultural nature of the key educational issues. For example, many have difficulties in understanding the changes undergone by atoms and molecules in the course of a chemical reaction; many are not able to justify explicitly the breaking of inter‐molecular bonds and to interpret the breaking of intramolecular bonds in terms of reorganization of atoms, the target level of understanding in the curriculum from the end of Grade 9. However, it is also suggested that some of the specific characteristics identified here are linked to the ordering and language used in the French curriculum, and such cultural idiosyncrasies may offer useful insights into both problematic and valuable aspects of science pedagogy.