摘要
课堂教学中出现的前概念是学生对现实生活现象所形成的经验型概念,应着力挖掘其教育价值。前概念大致可以分为:同化型前概念和异化型前概念。教师应该学会尊重学生,为前概念的教学,为之进行的新课标下的探究学习创造宽松的氛围;提出问题、提出猜想,让学生充分暴露前概念;制订计划,设计、观察实验,获取事实和证据,让前概念过渡到科学概念,进行更合适的建构;检验与评价,表达与交流,对前概念进行及时总结,面向全体学生。
Pre-concept in classroom teaching is the concept formed from real life experience by students, and its education value should be developed. Pre-concept can be roughly divided into assimilated pre-eoncept and alienated pre-concept. Teachers should learn to respect students and create easy atmosphere for inquiry learning under the new curriculum standard; Questions and hypothesis should he proposed to make students fully expose pre-concept; Experiments are needed to get the facts and evidence, and make pre-eoncept transform to scientific concept; Evaluation is also important in this process.
出处
《科教文汇》
2013年第15期137-137,139,共2页
Journal of Science and Education
关键词
前概念
探究式
教学
pre-concept
inquiry-based
teaching
