基于课堂观察改进探究活动——以《空气有质量吗》一课为例

Improving Inquiry Activities Based on Classroom Observation——Take the lesson “Does the air have quality?” as an example

我们在课堂观察中发现教师往往根据自己的经验对学情作出一些判断,难免会存在主观性。通过课堂教学实例,经过反复思考,细化探究活动的设计。在二次活动的基础上,对实验进行逐步优化,并将实验记录单进行了改进。本文旨在探讨把学生在探究活动中的具体表现作为改进探究活动的依据,利用形成性评价进行教学设计,提升探究活动的有效性。

In classroom observation,we find that teachers often make some judgments based on their own experience,which inevitably leads to subjectivity.Through classroom teaching examples,after repeated thinking,refine the design of inquiry activities.Based on the second activity,the experiment was optimized step by step,and the experiment record was improved.This paper aims to explore the specific performance of students in inquiry activities as the basis for improving inquiry activities,and use formative evaluation for teaching design to improve the effectiveness of inquiry activities.