共查询到20条相似文献，搜索用时 140 毫秒
1.
2.
3.
在中学物理教学中，通过探索性实验研究物理规律是一种科学的认识方法。采用这种方法可以让学生在教师的指导下应用已经学过的知识和技能，设计实验方案来认识物理规律。成为科学知识的主动探索。这对于培养学生的学习兴趣、学习物理的科学方法和实事求是的科学态度，以及提高各种能力都能起到积极的作用。所以，研究探索性实验的教学方法是很有必要的。 相似文献
4.
5.
中学化学探索性实验的设计研究 总被引：1，自引：0，他引：1
周继敏 《中学化学教学参考》2002,(3):12-14
一、探索性实验的概念化学实验是化学科学认识的源泉 ,是训练科学方法的有效途径 ,是养成科学态度的必由之路。要提高学生的科学素养 ,教学方法上就要从以教师为中心、书本为中心、课堂为中心的验证性实验中走出来 ,倡导以问题为中心 ,进行研究性学习 ,开展探索性实验。探索性实验来自“探索性学习” ,后者是在2 0世纪 50年代美国掀起的教育现代化运动中 ,由施瓦布 (Ｊ.Ｊ.Ｓｃｈｗａｂ)倡导提出来的。他认为学生学习的过程与科学家的研究过程在本质上是一致的。探索性实验有利于激发学生的学习兴趣 ,有利于训练学生动手操作能力 ,有利于学… 相似文献
6.
"无机非金属材料工程综合实验"教学初探 总被引：1，自引：0，他引：1
根据"无机非金属材料工程综合实验"课程特点,发挥学生的主体作用,注重选题质量,实行开放式教学与管理。将材料结构与性能研究、材料制备、新材料开发及应用等基础实验技能贯穿起来,既加强对学生专业基本原理、基本知识和基本实验技能的培养,又能全面培养学生的创新意识与发现、提出、解决问题的综合能力,教学效果良好。 相似文献
7.
生命科学是一门实验科学,培养学生的实验能力是中学生物主要的课程目标之一,是培养学生科学探究能力,提高科学素质的重要内容.过去的教材中,实验内容少,且多为验证性实验,能发挥学生主体性的探索性实验少,学生独立设计的实验几乎没有;过去的考题中,总是在学生做过哪些实验,应掌握哪些实验技能,如何考哪些技能上打圈圈.于是教学中出现了重原理、结果,轻材料选择、条件控制,重操作技能训练,轻过程设计分析的现象,更为严重的是出现了教师讲实验,学生背实验,替代做实验的不良现象,严重地阻碍了学生科学素质的发展.随着素质教育的不断深化,生物实验教学改革已势在必行. 相似文献
8.
从美国大学工科实验教学中获得的启示 总被引：1，自引：0，他引：1
一、美国高校工科实验教学的特色 1.宽厚的基础,严格的要求。美国高校工科的基础实验阶段分为三步走。第一步,由实验技术人员指导学生主要进行常用实验仪器的使用学习和训练,掌握基本的实验技能、实验方法;第二步,由教师指导学生利用基础阶段已掌握的基本知识和技能,进一步学习和掌握典型的实际应用的实验、仿真模拟实验等。教师的任务是引导和启发学生通过具体的实验来学会如何剖析实验问 相似文献
9.
彭建坤 《郧阳师范高等专科学校学报》2003,23(Z1):47-48
实验教学为职校学生的一个重要学习环节,通过实验教学,不仅可以让学生受到严格系统的实验技能训练,掌握科学实验的基本知识、方法和技巧,还可以培养学生理论联系实际、分析和解决问题的能力和提高动手实践能力.因而与课堂教学相比,实验教学更应该时刻适应时代发展的需要,不断有创新,这样才能适应社会对人才知识结构和科学素质越来越高的要求. 相似文献
10.
杨青青 《中国现代教育装备》2022,(4):18-21
教育的本质是人与人之间的相互影响,其中最核心的相互影响就是思维的改变.科学课堂上如何发展学生的科学思维一直是困扰教师的难点.借助实验探究引导学生进行科学知识的学习及科学技能的训练,是一个操作性较强的切入点.对生命科学领域经典实验——血型鉴定进行延展,逐步促进学生思维发展,巧妙地为一线教师开发教学实验提供了新视角. 相似文献
11.
Barbara Jaworski 《Journal of Mathematics Teacher Education》2006,9(2):187-211
In this paper I address the challenge of developing theory in relation to the practices of mathematics teaching and its development. I do this by exploring a notion of ‘teaching as learning in practice’ through overt use of ‘inquiry’ in mathematics learning, mathematics teaching and the development of practices of teaching in communities involving teachers and educators. The roles and goals of mathematics teachers and educators in such communities are both distinct and deeply intertwined. I see an aim of inquiry in teaching to be the ‘critical alignment’ (Wenger, 1998) of teaching within the communities in which teaching takes place. Inquiry ‘as a tool’ and inquiry ‘as a way of being’ are important concepts in reflexive developmental processes in which inquiry practice leads to better understandings and development of theory. 相似文献
12.
13.
在儿童早期进行编程教育,可以促进儿童对当今数字化社会的理解。近年来一批专为幼儿开发的编程工具也为幼儿学习编程提供了可能性。为探索结构式探究、引导式探究和开放式探究三种教学法对幼儿编程学习效果的影响,本研究采用准实验研究方法,对6个班级159名大班儿童进行了8次编程课程的实验干预。结果显示,幼儿可以掌握排序、循环、条件分支等基本编程概念;引导探究组幼儿在编程学习上的表现显著优于开放探究组和结构探究组,开放探究组和结构探究组则无显著差异。有条件的幼儿园可以适当开展编程教育,教师在组织和实施编程活动时应更多使用引导式探究教学法,既给予幼儿明确的任务指导,又让幼儿有足够的探索时间。 相似文献
14.
The ENVISION professional development model uses active teacher involvement in inquiry and inquiry‐based teaching to enhance teachers' understandings about inquiry‐based study of local environmental problems and teaching science using inquiry. Teachers also design and implement professional development for their school‐based colleagues about teaching environmental science through inquiry. Therefore, professional development is conducted at two levels. ENVISION staff train teachers directly (called Level I participants) and these Level I participants in turn train their school colleagues (called Level II participants). The study reported here was designed to evaluate the effectiveness of this dual‐level professional development strategy. Results based on the first two years of the program revealed that: Level I participants enhanced their understanding of inquiry and inquiry teaching, with 25 out 30 (83%) changing their classroom practice; and that 21 out of 31 (68%) of Level II participants changed their classroom practice as a result of participating in Level I peer training. Peer training that involved modeling and practicing techniques and activities was particularly effective in producing change in practice for Level II teachers. 相似文献
15.
Marnie Curry Kim Jaxon Jennifer Lin Russell Mary Alice Callahan Jeanette Bicais 《Teaching and Teacher Education》2008
This paper investigates beginning teachers collaboratively making sense of and responding to the micropolitical environments of their schools. Drawing on a qualitative multi-case study conducted within the context of a university-sponsored, inquiry-based induction program, this research employs a community of practice frame to examine how novice teachers came to practice “micropolitical literacy.” The paper identifies four dimensions of micropolitical discourse that surfaced in the situated setting of the inquiry groups. The analysis further illustrates how beginning teachers, while participating in inquiry groups, coconstructed understandings of the organizational structures and professional cultures of their schools. 相似文献
16.
Arwen Bailey 《The Journal of Agricultural Education and Extension》2013,19(4):429-448
AbstractPurpose: Capacity development for agricultural research and development is missing an opportunity. Initiatives tend to focus on developing capacity of individuals and even when the ultimate aim is social change leave the transformation of individual into social learning largely to chance. I use the lens of social learning systems, particularly concepts from Community of Practice theory, to explore how that theory can provide practical insights into transforming individual into social learning and the design considerations that would support this.Design/methodology/approach: Using as a case study a professional development programme, African Women in Agricultural Research and Development (AWARD), I conducted a use-oriented systemic inquiry among 26 AWARD participants, with myself as informed investigator within the system of inquiry. Data from interviews and questionnaires were subjected to qualitative analysis using analytic induction with sensitizing concepts from Community of Practice theory.Practical implications: I identify strengths and challenges, and provide five design considerations that might enable the individuals participating in a capacity development programme to continue to engage after the programme ends and self-organize for concerted action.Originality/value: The originality of this research article is the use of the three central Community of Practice concepts of domain, community and practice as analytical tools for understanding individual and social learning among the alumni of a professional capacity development programme. This has value for designers of capacity development initiatives. 相似文献
17.
随着基础教育新课程改革和义务教育经费保障机制改革的全面实施,基础教育教师的素质及专业发展,已成为社会各界关注的焦点。高等师范院校《英语教学法》在师范教育课程设置中占有重要地位,许多师范院校正在进行师范课程的整改,以培养具有先进教学理念的创新型教师。应采用案例教学模式,选取合适的教学案例进行课堂分析、讨论与实践,通过探究性学习方式的运用,使英语师范生从表面层次的理论知识学习向深层次上的教学理念的形成,进而为其教师职业技能的发展奠定良好的基础。 相似文献
18.
Roger Philip Mourad 《British Journal of Educational Studies》2018,66(3):321-340
Key ideas in the work of Michel Foucault are explored and applied to the organized pursuit of knowledge in higher education. His association of power and knowledge accounts for deeply rooted practices in higher education that would need to be mediated or overcome for there to be a revolution in inquiry to occur, such as the one advanced by Nicholas Maxwell. Foucault’s concepts of disciplinary power and bio-power, and how they act to manage the behavior of free citizens, are described. These concepts are then applied to free inquiry, to show how the activity of individual inquirers is managed and how critical inquiry is controlled. The management of inquiry involving four norms, two of them intrinsic to inquiry and the other two extrinsic, is explained. The potential of Foucault’s concept of discursive formations is introduced as a means of reconceiving inquiry to overcome these impediments to a revolution in inquiry. 相似文献
19.
Daniel T. Barney 《The International Journal of Art & Design Education》2019,38(3):618-626
A/r/tography is often considered to be an arts and education practice‐based research methodology, but this author explores a/r/tography as a pedagogical strategy that has informed the author's artistic practice and pedagogical experiments. The author tracks his own journey of entering into an a/r/trographic world and where that entering has positioned him as an artist and educator and then moves on to speculate a possible arts education as his a/r/tography contorts into conceptual doings. Walking is used as a concept, as a process or method to generate more concepts, and as an art form with pedagogical potential within several undergraduate and one graduate course at the author's university. The author also investigates alongside or in concert with the courses he gives. The author equates artistic concepts, like walking, with theoretical and philosophical arguments, assertions and propositions. Artistic processes are equated with methods and methodological concerns, even though these systems of inquiry and knowing may be idiosyncratic in artistic inquiry. And finally, an art form can be understood in research terms as a type of research product or creation, that can be an event, performance, or a continuation of these as write ups or presentations, that are shared with the general or a particular public. 相似文献
20.
发展是当代世界的主题。发展理论是对发展实践的哲学反思,是发展观念深层的逻辑构架和理性表达。提出“以人为本”的思想是基于对我国当前发展中存在的突出问题和实际工作中存在的一种片面的、不科学的发展观的哲学叩问。“以人为本”的新发展观是对经典现代性理论的批判和超越;是对英格尔斯人的现代化理论及佩鲁以人为中心的发展观的借鉴和超越;是对旧工业文明的批判和超越。 相似文献