摘要
探究式学习,是学生一种主体性的认识过程、表达过程。它充分体现以学生自主学习为核心的学习理念。教学实践证明,在生物探究教学中具体实施依趣分组,激发兴趣;指导提问,主动探索;品尝甜头,积极探究;把握"五度",促进探究;评价到位,激励探究等策略,可以充分发挥学生的主体作用,发展学生个性,培养学生学习能力和创新精神。
Inquiry -based learning is a process of students＇cognition and expression of subjectivity, fully reflecting the learning idea of taking students self learning as the core. Teaching practice shows, in the biologicalinquiry teaching, according to the specific implementation of interest group, stimulating interests; Guiding ques- tions, active exploration; Taste blood, actively exploring; Grasping ＂ the five degrees＂, promoting the inquiry;proper Evaluation, incentive exploration strategy, it will encourage students to play a subjective role, develop their individuality, cultivate their learning ability and innovative spirit.
出处
《绵阳师范学院学报》
2012年第5期142-145,共4页
Journal of Mianyang Teachers＇ College
关键词
探究式
自主学习
探索
互动交流
学习评价
Inquiry
self - study
exploration
interaction
learning evaluation
