小學科學課程情境教學研究
發(fā)布時間：2018-10-30 07:56
【摘要】：小學《科學課程標準》指出探究式學習是學生學習科學的重要方式,教學過程中要突出學生的主體地位。而問題和探究動機的形成正是小學生進行科學探究的前提,這就需要教師創(chuàng)設良好的教學情境來激發(fā)學生學習科學知識的興趣和熱情。新課程理念下,倡導小學科學教育要關注學生的學習過程,教師在教學過程中要以幫助者、引導者、促進者的身份參與教學,為學生進行科學探究活動提供足夠的材料、空間和機會,創(chuàng)設有利于學生進行科學探究學習的情境。因此,在小學科學課程當中運用情境教學是符合當前的教育理念的。在小學科學課程的實際教學中,部分科學教師在運用情境教學時存在一定的誤區(qū),導致情境教學在課堂中的運用沒有取得預期的效果。這在一定程度上挫傷了教師運用情境教學的積極性,同時,也降低了學生學習科學知識的興趣,使得學生的學習潛能不能夠得到充分的挖掘。本研究采用問卷調查、課堂觀察等方法,首先提出了在新課程理念下小學科學課程運用情境教學的意義和必要性,以情境認知理論、小學科學課程標準、腦科學為理論依據(jù),分析了小學科學課程情境教學中的問題及問題產(chǎn)生的緣由,并在此基礎上,提出了在小學科學課程開展情境教學的基本策略。本研究認為,小學科學課程情境教學在科學情境素材的選取、教學情境的創(chuàng)設及方式、教學目標的達成、情境教學的評價等方面存在諸多問題,導致這些問題的產(chǎn)生既有學校對科學課程不太重視的原因,也有科學教師專業(yè)素養(yǎng)不足的原因,還有學生學習科學課程的主動性不強,科學實踐基地與經(jīng)費等多方面的原因。因此,在小學科學課程教學中,教師要明確科學課程的教學理念,緊扣科學課程教學目標,立足于學生的學習需要,通過多種方式為學生創(chuàng)設一個豐富多彩的課堂教學情境,以增強學生學習科學課程的興趣,提升小學科學課程教學的實效性。
[Abstract]:The Science Curriculum Standard of Primary School points out that inquiry learning is an important way for students to learn science, and the main position of students should be emphasized in the teaching process. The formation of problem and inquiry motivation is the premise of scientific inquiry, which requires teachers to create a good teaching situation to stimulate students' interest and enthusiasm in learning scientific knowledge. Under the new curriculum concept, the primary school science education should pay attention to the students' learning process, the teacher should participate in the teaching as the helper, the guide, the promoter in the teaching process, provides the sufficient material for the student to carry on the scientific inquiry activity. Space and opportunity to create a situation conducive to scientific inquiry learning for students. Therefore, the use of situational teaching in primary school science curriculum is in line with the current educational concept. In the practical teaching of science courses in primary schools, some science teachers have some misunderstandings in the use of situational teaching, which leads to the application of situational teaching in the classroom without achieving the expected results. To a certain extent, it dampens the enthusiasm of teachers to use situational teaching, at the same time, it also reduces the interest of students in learning scientific knowledge, so that students' learning potential can not be fully exploited. This research adopts the methods of questionnaire investigation and classroom observation. Firstly, it puts forward the significance and necessity of using situational teaching in primary school science curriculum under the new curriculum concept, which is based on the theory of situational cognition theory, primary school science curriculum standard and brain science. This paper analyzes the problems in the situational teaching of primary school science curriculum and the causes of the problems, and on this basis, puts forward the basic strategies of developing situational teaching in the primary school science curriculum. This study holds that there are many problems in the selection of scientific situation materials, the creation and method of teaching situation, the achievement of teaching objectives and the evaluation of situational teaching in primary school science curriculum situational teaching. The causes of these problems are not only the reasons why the school does not attach too much importance to the science curriculum, but also the insufficient professional accomplishment of the science teachers, as well as the students' lack of initiative in learning the science curriculum, the scientific practice base and the funds and so on. Therefore, in primary school science course teaching, teachers should make clear the teaching idea of science course, stick to the teaching goal of science course, base on the students' learning needs, create a rich and colorful classroom teaching situation for students through various ways. In order to enhance students' interest in learning science courses, improve the effectiveness of science curriculum teaching in primary schools.
【學位授予單位】：湖南科技大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.6
本文編號：2299407
[Abstract]:The Science Curriculum Standard of Primary School points out that inquiry learning is an important way for students to learn science, and the main position of students should be emphasized in the teaching process. The formation of problem and inquiry motivation is the premise of scientific inquiry, which requires teachers to create a good teaching situation to stimulate students' interest and enthusiasm in learning scientific knowledge. Under the new curriculum concept, the primary school science education should pay attention to the students' learning process, the teacher should participate in the teaching as the helper, the guide, the promoter in the teaching process, provides the sufficient material for the student to carry on the scientific inquiry activity. Space and opportunity to create a situation conducive to scientific inquiry learning for students. Therefore, the use of situational teaching in primary school science curriculum is in line with the current educational concept. In the practical teaching of science courses in primary schools, some science teachers have some misunderstandings in the use of situational teaching, which leads to the application of situational teaching in the classroom without achieving the expected results. To a certain extent, it dampens the enthusiasm of teachers to use situational teaching, at the same time, it also reduces the interest of students in learning scientific knowledge, so that students' learning potential can not be fully exploited. This research adopts the methods of questionnaire investigation and classroom observation. Firstly, it puts forward the significance and necessity of using situational teaching in primary school science curriculum under the new curriculum concept, which is based on the theory of situational cognition theory, primary school science curriculum standard and brain science. This paper analyzes the problems in the situational teaching of primary school science curriculum and the causes of the problems, and on this basis, puts forward the basic strategies of developing situational teaching in the primary school science curriculum. This study holds that there are many problems in the selection of scientific situation materials, the creation and method of teaching situation, the achievement of teaching objectives and the evaluation of situational teaching in primary school science curriculum situational teaching. The causes of these problems are not only the reasons why the school does not attach too much importance to the science curriculum, but also the insufficient professional accomplishment of the science teachers, as well as the students' lack of initiative in learning the science curriculum, the scientific practice base and the funds and so on. Therefore, in primary school science course teaching, teachers should make clear the teaching idea of science course, stick to the teaching goal of science course, base on the students' learning needs, create a rich and colorful classroom teaching situation for students through various ways. In order to enhance students' interest in learning science courses, improve the effectiveness of science curriculum teaching in primary schools.
【學位授予單位】：湖南科技大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.6
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