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以探究活动为核心的科学教学过程中,学生时常不再是单纯复制和模仿科学家的实验操作过程,而会提出许多教师意想不到的问题,教学过程中也会出现许多难以预料的情况。这就需要教师根据课堂实际生成,创造性地驾驭课堂,有效地引导、组织、推动学生的亲历探究、实证过程。现以四年级下册《观察、描述矿物1》一课为例,在教材原来的设计中,要解决学生描述矿物颜色、判断矿物软硬的两个问题,对学生来说在理解认识上有一定的难
In the process of scientific teaching with inquiry activity as the core, students often no longer simply copy and imitate the experimental operation of scientists. Instead, many unexpected problems are raised by teachers and many unforeseen circumstances occur in the teaching process. This requires teachers based on the actual production of the classroom, creative control of the classroom, effectively guide, organize, promote students’ experience to explore, the empirical process. Now the fourth grade under the book “observation, description of mineral 1” as an example, in the original design of teaching materials, to solve the students describe the mineral color, to determine the two problems of mineral soft and hard, students understand understanding A certain difficulty