摘要
本研究探讨了科技馆与博物馆在展览特点上的异同,并尝试将科技馆长期实践过程中总结得到的“分解—体验—认知”探究式展品辅导思路迁移运用于博物馆互动讲解中,证明该模式具有普适性、可复制性。此外,通过讨论《K-12科学教育框架》,以阐释分众化、分层次的探究和核心素养在博物馆教育活动策划、实施过程中的指导意义。
This paper studies the differences between science centers and museums in terms of exhibition features.‘‘Dividing-Experience-Cognition’’strategy derived from science centers was used to develop interactive interpretation of museums,verifying the universality and reproducibility of the strategy.This paper also discusses the guiding significance of A Framework for K-12Science Education,segmented inquiry and key qualities in the development of educational activities of museums.
作者
朱莹
ZHU Ying(Shanghai Natural History Museum (Branch of Shanghai Science & Technology Museum))
出处
《科学教育与博物馆》
2017年第6期432-437,共6页
Science Education and Museums
关键词
博物馆
互动讲解
分解-体验-认知
探究式学习
museums
interactive interpretation
dividing-experience-cognition
inquiry learning
