本文選題：探究學(xué)習(xí)　切入點：課外科學(xué)活動　出處：《華中師范大學(xué)》2016年碩士論文

【摘要】：科學(xué)學(xué)習(xí)是提高學(xué)生科學(xué)素養(yǎng)的源泉,探究學(xué)習(xí)則被認(rèn)為是有效學(xué)習(xí)科學(xué)的方式。各國都重視并提倡學(xué)習(xí)方式的轉(zhuǎn)變,但一直以來學(xué)習(xí)方式從傳統(tǒng)接受式為主轉(zhuǎn)向探究式為主的步伐比較緩慢。80年代后,活動課程大致經(jīng)歷了課外活動、活動課、綜合實踐活動三個階段,近年來綜合實踐活動快速發(fā)展。隨著“綜合實踐活動”課程的發(fā)展,人們對課外活動的重視程度有所降低,但是課外活動對于校園文化建設(shè)、學(xué)生德、智、體等方面的發(fā)展具有其特殊的作用,相對于學(xué)校正規(guī)課程而言,課外活動不受時間和空間的限制,具有時空靈活性,所以課外活動其自身的作用與價值是不容忽視的。針對以上問題,本文提出基于探究學(xué)習(xí)的課外科學(xué)活動,那么如何設(shè)計該類活動,以引導(dǎo)學(xué)生轉(zhuǎn)變科學(xué)學(xué)習(xí)的方式,以促進(jìn)學(xué)生思維的發(fā)展?首先,本論文探討了基于探究學(xué)習(xí)的課外科學(xué)活動的意義,通過文獻(xiàn)研究梳理了國內(nèi)外關(guān)于探究學(xué)習(xí)、課外科學(xué)活動的研究現(xiàn)狀；其次,筆者對探究學(xué)習(xí)、認(rèn)知發(fā)展階段理論等進(jìn)行了分析,梳理了相關(guān)概念,并結(jié)合相關(guān)理論和概念對“基于探究學(xué)習(xí)的課外科學(xué)活動”進(jìn)行了概念界定；再次,采取問卷調(diào)查的形式調(diào)查了課外科學(xué)活動的實施情況、學(xué)生對課外科學(xué)活動的態(tài)度、意愿和期望,為基于探究學(xué)習(xí)的課外科學(xué)活動的設(shè)計提供一定的建議：最后討論了基于探究學(xué)習(xí)的課外科學(xué)活動的設(shè)計,并通過以“水污染”為主題的課外科學(xué)探究活動的具體實施進(jìn)行了驗證。通過以上研究,筆者在論文結(jié)尾得出了相應(yīng)的論并且結(jié)合論文研究提出了一定的建議。遂希望通過本研究能為探究式課外科學(xué)活動的成功開展提供一定程度的參考。
[Abstract]:Scientific learning is the source of improving students' scientific literacy, while inquiry learning is considered to be an effective way to learn science. However, the pace of learning from traditional acceptance to inquiry has been relatively slow. After the 1980s, the activity curriculum has generally experienced three stages: extracurricular activities, activity classes, and comprehensive practical activities. In recent years, comprehensive practical activities have developed rapidly. With the development of the course "Comprehensive practical activities", people pay less attention to extracurricular activities, but extra-curricular activities are of great importance to the construction of campus culture, students' morality and intelligence. Physical and other aspects of development have their special role, compared with the regular school curriculum, extra-curricular activities are not limited by time and space, with space-time flexibility, Therefore, the function and value of extracurricular activities cannot be ignored. In view of the above problems, this paper puts forward extracurricular scientific activities based on inquiry learning, so how to design such activities in order to guide students to change the way of scientific learning, To promote the development of students' thinking? First of all, this paper discusses the significance of extracurricular scientific activities based on inquiry learning, combing the current situation of research on inquiry learning and extracurricular scientific activities at home and abroad through literature research. The cognitive development stage theory is analyzed, combing the relevant concepts, and combining the relevant theories and concepts to define the concept of "extracurricular scientific activities based on inquiry learning". In the form of questionnaire survey, the author investigates the implementation of extracurricular scientific activities, the attitude, willingness and expectation of students towards extracurricular scientific activities. Some suggestions are provided for the design of extracurricular scientific activities based on inquiry learning. Finally, the design of extracurricular scientific activities based on inquiry learning is discussed. And through the "water pollution" as the theme of extracurricular scientific research activities to verify the implementation. At the end of the thesis, the author draws the corresponding theory and puts forward some suggestions combined with the research of the thesis. It is hoped that this study can provide a certain degree of reference for the successful development of the scientific activities of the inquiry extracurricular.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.98

【參考文獻(xiàn)】

相關(guān)期刊論文 前8條

1 劉浩;龐丹;;杜威的科學(xué)技術(shù)“探究”思想解析[J];東北大學(xué)學(xué)報(社會科學(xué)版);2016年01期

2 李夢霞;王佩佩;王玲鳳;陳傳鋒;;中美小學(xué)生課外活動的比較研究[J];中國教育學(xué)刊;2015年05期

3 邱德樂;;綜合實踐活動課程與課外活動概念范疇與功能價值的再認(rèn)識[J];教育理論與實踐;2011年35期

4 譚幫換;;淺析施瓦布科學(xué)探究思想及科學(xué)教師培養(yǎng)方法[J];世界教育信息;2010年01期

5 晉剛;馬菡;;探究式學(xué)習(xí)淺析[J];西南民族大學(xué)學(xué)報(人文社科版);2008年S1期

6 敬菊華;張珂;;關(guān)于學(xué)生課外活動的類型及其作用分析[J];重慶工學(xué)院學(xué)報(自然科學(xué)版);2007年03期

7 王秋,呂雪川,張德鳳;探究學(xué)習(xí)的歷史沿革[J];化學(xué)教育;2002年11期

8 徐學(xué)福;探究學(xué)習(xí)的內(nèi)涵辨析[J];教育科學(xué);2002年03期

相關(guān)博士學(xué)位論文 前1條

1 韋冬余;施瓦布科學(xué)探究教學(xué)思想研究[D];華東師范大學(xué);2013年

相關(guān)碩士學(xué)位論文 前2條

1 陳丹;探究式學(xué)習(xí)在高中思想政治課教學(xué)中的運(yùn)用研究[D];華中師范大學(xué);2014年

2 李曉龍;基于化學(xué)主題的綜合實踐活動設(shè)計研究[D];安徽師范大學(xué);2013年

，

本文編號：1687137