小学科学课程情境教学研究
发布时间：2018-10-30 07:56
【摘要】：小学《科学课程标准》指出探究式学习是学生学习科学的重要方式,教学过程中要突出学生的主体地位。而问题和探究动机的形成正是小学生进行科学探究的前提,这就需要教师创设良好的教学情境来激发学生学习科学知识的兴趣和热情。新课程理念下,倡导小学科学教育要关注学生的学习过程,教师在教学过程中要以帮助者、引导者、促进者的身份参与教学,为学生进行科学探究活动提供足够的材料、空间和机会,创设有利于学生进行科学探究学习的情境。因此,在小学科学课程当中运用情境教学是符合当前的教育理念的。在小学科学课程的实际教学中,部分科学教师在运用情境教学时存在一定的误区,导致情境教学在课堂中的运用没有取得预期的效果。这在一定程度上挫伤了教师运用情境教学的积极性,同时,也降低了学生学习科学知识的兴趣,使得学生的学习潜能不能够得到充分的挖掘。本研究采用问卷调查、课堂观察等方法,首先提出了在新课程理念下小学科学课程运用情境教学的意义和必要性,以情境认知理论、小学科学课程标准、脑科学为理论依据,分析了小学科学课程情境教学中的问题及问题产生的缘由,并在此基础上,提出了在小学科学课程开展情境教学的基本策略。本研究认为,小学科学课程情境教学在科学情境素材的选取、教学情境的创设及方式、教学目标的达成、情境教学的评价等方面存在诸多问题,导致这些问题的产生既有学校对科学课程不太重视的原因,也有科学教师专业素养不足的原因,还有学生学习科学课程的主动性不强,科学实践基地与经费等多方面的原因。因此,在小学科学课程教学中,教师要明确科学课程的教学理念,紧扣科学课程教学目标,立足于学生的学习需要,通过多种方式为学生创设一个丰富多彩的课堂教学情境,以增强学生学习科学课程的兴趣,提升小学科学课程教学的实效性。
[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.
【学位授予单位】：湖南科技大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.6
本文编号：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.
【学位授予单位】：湖南科技大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.6
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