实验课堂的“论证”策略在培养学生科学素养中的运用被引量：1

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摘要随着高中生物教材中探究实验比例的增加,学生动手和实践的机会有了一定的提高.但教师仅仅强调学生的动手能力,要求学生参与课堂的观察和验证性实验是远远不够的,还要注重培养学生将科学的思维方式运用到解决生活中问题,以及做出正确的选择的能力.论证探究式教学（Argument-Driven Inquiry,ADI）是一种强调培养学生利用资料进行合理的推理和论证的能力,培养学生科学思维方式的一种新型教学策略.“论证”策略的运用让学生经历类似科学家评价资料、提出主张、为主张辩驳的过程,既培养了学生科学的思维方式,引导学生主动在实验证据与推理的基础上建构和完善科学观点,又在质疑和论证中培养了学生的实验科学素养.现以“探究影响酶活性的条件”这一课例,浅谈“论证”策略在实验课堂的实施及对学生学科素养养成的影响.

作者林静张锋

机构地区福建省厦门第一中学福建省普通教育教学研究室

出处《中学生物学》 2014年第9期5-7,共3页 Middle School Biology

关键词学生参与探究实验科学素养培养论证课堂科学思维方式动手能力

分类号 G633.91 [文化科学—教育学]

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1何嘉媛,刘恩山.论证探究式教学模型及其在理科教学中的应用[J].生物学通报,2012,47(10):27-31. 被引量：27

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