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美国科学课程中的探究——争论、实践和启示 被引量:1

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摘要 通过文献研究和对美国国家科学课程文件制定团队核心专家以及高中教师的访谈,了解美国科学教育标准中关于探究的争论和探究教学实践的状况。结合探究教学的研究成果,综合分析得出启示:认识不同形式的探究教学的优势和局限性,根据教学目标选用适当的探究教学形式;明确区分做为学习目标和教学方式的科学探究。
出处 《上海教育科研》 CSSCI 北大核心 2012年第11期29-32,共4页 Journal of Shanghai Educational Research
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