本文選題：探究教學(xué) + 科學(xué)知識型�。� 參考：《教育探索》2017年04期

【摘要】：探究教學(xué)是國家基礎(chǔ)教育課程改革提倡的教學(xué)方式之一。然而,在日常的探究教學(xué)實踐中出現(xiàn)了許多誤區(qū),如"馴服式探究""放羊式探究""四不像探究""泛化探究"等。走出誤區(qū),開展有效的探究教學(xué),需要拒絕科學(xué)知識型主導(dǎo)下的教科書霸權(quán)、話語霸權(quán)和信息霸權(quán),需要處理好教師指導(dǎo)與學(xué)生自主的關(guān)系以及個人建構(gòu)與協(xié)同建構(gòu)的關(guān)系,需要充分彰顯學(xué)科特性,給學(xué)生沉思的時間,如此才能實現(xiàn)探究教學(xué)由激進到溫和的實踐轉(zhuǎn)向。
[Abstract]:Inquiry teaching is one of the teaching methods advocated by the national basic education curriculum reform. However, there are many misunderstandings in the practice of daily inquiry teaching, such as "tame inquiry", "sheep herding inquiry", "four unlike inquiry", "generalized inquiry" and so on. It is necessary to reject textbook hegemony, discourse hegemony and information hegemony, and to deal with the relationship between teachers' guidance and students' autonomy and the relationship between individual construction and cooperative construction. In order to realize the change of inquiry teaching from radical to moderate practice, it is necessary to give students time to meditate.
【作者單位】： 華中科技大學(xué)教育科學(xué)研究院;
【分類號】：G632.4

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