建构主义理论运用于科学教学的15条原则

Fifteen Principles of applying scientific teaching based on constructivism theory

随着建构主义理论在科学教育领域中的运用与逐渐流行,一种基于建构主义的新的科学教学模式正在兴起。这种教学模式要求在科学教学中,应把科学知识的学习看作是学生主动建构知识的过程;应把科学探究作为学生建构科学知识的最重要的学习方式;应充分发挥学生在学习中的自主性,视学生为科学知识的主动建构者;承认学生的原有知识经验在学习中的重要性,了解并正确处理学生的前概念;运用概念转变策略,帮助学生实现概念转变;引发学生的认知冲突,激起学生科学探究的欲望;发挥教师的指导作用,为学生的知识建构提供支持条件;提供真实的情境,让学生获得经验,在情境中建构知识的理解;鼓励学生发问,提出开放性问题,让学生在问题解决中建构知识;开展多种形式的对话,在对话中建构知识;鼓励学生合作与交流,为知识的社会建构提供机会;鼓励学生反省,学会自主监控学习过程;重视学习方法指导,为学生知识建构提供认知工具与策略;提供学习资源,让学生参与寻找用于解决问题的信息;采用形成性评价,强调学生在学习过程中的表现。

With the application and popularity of constructivism theory in the field of scientific education, a new scientific teaching model based on constructivism is rising. The teaching model requires that in the scientific teaching,study of scientific knowledge should be regarded as the process for the students to construct knowledge actively; the scientific exploration should be viewed as the most important way of learning; we should give full play to students' independence and think of students as the ones of constructing scientific knowledge initiatively; we should recognize the importance of students' former knowledge and experience in study and deal with students' former concepts correctly; by changing strategies with the concepts, we can help students realize the concept change; we should also elicit students' cognitive conflict and evoke the students' desire to explore science ; by playing the role of teachers we should support students in their construction of knowledge; by providing actual contexts, we should help students obtain experience and understand knowledge in the contexts. We should encourage students to ask questions and raise open-ended questions and let students construct knowledge in solving problems; we should have different forms of dialogues and construct knowledge in dialogues; we should encourage students to cooperate and communicate, and provide the chance of social construction of knowledge; we should encourage students to reflect and learn to monitor their learning process; we should emphasize the guidance of learning methods and provide the cognitive tools and strategies for students' construction of knowledge; we should let students seek information used to solve problems; by using the productive evaluation, we should stress student's performance in the learning course.