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“从无到有”的概念建构教学策略——以“物质的变化”单元为例 被引量:1

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摘要 指向核心概念的教学是当今科学教育的重要研究领域。对于一些抽象的科学概念,学生理解起来十分困难。教学首先应从探查学生已有经验开始,在明确教与学的起点后,围绕概念内涵创设利于儿童学习的探究活动,用于活动的研究对象及其相关材料,要便于学生围绕探究主题思考。根据学习进阶理论,科学概念的学习是一个逐步积累、演进的过程,因此,还要围绕概念开展大单元教学,帮助学生逐步理解和应用。
作者 徐莹莹
出处 《课程教学研究》 2014年第3期36-38,50,共4页 Journal of Curriculum and Instruction
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