【摘要】：小學(xué)《科學(xué)課程標(biāo)準(zhǔn)》指出探究式學(xué)習(xí)是學(xué)生學(xué)習(xí)科學(xué)的重要方式,教學(xué)過(guò)程中要突出學(xué)生的主體地位。而問(wèn)題和探究動(dòng)機(jī)的形成正是小學(xué)生進(jìn)行科學(xué)探究的前提,這就需要教師創(chuàng)設(shè)良好的教學(xué)情境來(lái)激發(fā)學(xué)生學(xué)習(xí)科學(xué)知識(shí)的興趣和熱情。新課程理念下,倡導(dǎo)小學(xué)科學(xué)教育要關(guān)注學(xué)生的學(xué)習(xí)過(guò)程,教師在教學(xué)過(guò)程中要以幫助者、引導(dǎo)者、促進(jìn)者的身份參與教學(xué),為學(xué)生進(jìn)行科學(xué)探究活動(dòng)提供足夠的材料、空間和機(jī)會(huì),創(chuàng)設(shè)有利于學(xué)生進(jìn)行科學(xué)探究學(xué)習(xí)的情境。因此,在小學(xué)科學(xué)課程當(dāng)中運(yùn)用情境教學(xué)是符合當(dāng)前的教育理念的。在小學(xué)科學(xué)課程的實(shí)際教學(xué)中,部分科學(xué)教師在運(yùn)用情境教學(xué)時(shí)存在一定的誤區(qū),導(dǎo)致情境教學(xué)在課堂中的運(yùn)用沒(méi)有取得預(yù)期的效果。這在一定程度上挫傷了教師運(yùn)用情境教學(xué)的積極性,同時(shí),也降低了學(xué)生學(xué)習(xí)科學(xué)知識(shí)的興趣,使得學(xué)生的學(xué)習(xí)潛能不能夠得到充分的挖掘。本研究采用問(wèn)卷調(diào)查、課堂觀察等方法,首先提出了在新課程理念下小學(xué)科學(xué)課程運(yùn)用情境教學(xué)的意義和必要性,以情境認(rèn)知理論、小學(xué)科學(xué)課程標(biāo)準(zhǔn)、腦科學(xué)為理論依據(jù),分析了小學(xué)科學(xué)課程情境教學(xué)中的問(wèn)題及問(wèn)題產(chǎn)生的緣由,并在此基礎(chǔ)上,提出了在小學(xué)科學(xué)課程開展情境教學(xué)的基本策略。本研究認(rèn)為,小學(xué)科學(xué)課程情境教學(xué)在科學(xué)情境素材的選取、教學(xué)情境的創(chuàng)設(shè)及方式、教學(xué)目標(biāo)的達(dá)成、情境教學(xué)的評(píng)價(jià)等方面存在諸多問(wèn)題,導(dǎo)致這些問(wèn)題的產(chǎn)生既有學(xué)校對(duì)科學(xué)課程不太重視的原因,也有科學(xué)教師專業(yè)素養(yǎng)不足的原因,還有學(xué)生學(xué)習(xí)科學(xué)課程的主動(dòng)性不強(qiáng),科學(xué)實(shí)踐基地與經(jīng)費(fèi)等多方面的原因。因此,在小學(xué)科學(xué)課程教學(xué)中,教師要明確科學(xué)課程的教學(xué)理念,緊扣科學(xué)課程教學(xué)目標(biāo),立足于學(xué)生的學(xué)習(xí)需要,通過(guò)多種方式為學(xué)生創(chuàng)設(shè)一個(gè)豐富多彩的課堂教學(xué)情境,以增強(qiáng)學(xué)生學(xué)習(xí)科學(xué)課程的興趣,提升小學(xué)科學(xué)課程教學(xué)的實(shí)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(xué)位授予單位】：湖南科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.6

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