摘要
探究式教学作为培养学生科学素养和自主精神的有效模式之一受到我国中小学广泛重视,并开展了多方面的实践探索。但是,当前中小学探究式教学课堂教学实施情况评价却处于"无标准""、无证据化"状态,影响了探究式教学的有效实施。本文立足于实践,以教学主体为核心将探究式课堂教学实践划分为四个维度,即探究主体(Subject)、探究互动(Interaction)、探究资源(Resource)、探究能力(Ability),构建了SIRA课堂观察模式。该模式简单、实用、易操作,可用于不同学校、不同类型的探究式教学实践中。
Nowadays, new curriculum reform pays much attention to inquiry teaching. This paper, based on the practical issue, introduces a quantitative curriculum observation SIRA model which comes from biology classroom practice. In addition, this model is independently developed and has highly associated with inquiry teaching implementation at junior level. This paper talks about where this model comes from, sets up four observation dimension based on the inquiry teaching nature analysis, and the observation point according to each dimension. SIRA model is simple, practical and easy to carry out.
出处
《教育发展研究》
CSSCI
北大核心
2012年第6期63-66,共4页
Research in Educational Development
基金
中央高校基本科研业务费专项资金资助课题“基于新课程的初中生物学生探究能力培养的实践研究”(11QN046)成果之一
东北师范大学哲学社会科学校内青年基金项目资助
关键词
探究式教学
课堂观察
SIRA模式
teachers＇ inquiry teaching level, classroom observation, SIRA model
