探究教学在课堂教学实施中的困境与出路

Problems and Solutions of Inquiry-based Teaching Implemented in Classroom Teaching

探究教学是20世纪60年代提出的教学方式,其核心是让学生在学习的过程中,进行类似于科学家的探究过程了解科学概念和科学探究的本质,在教学的过程中,努力培养学生的自主学习意识和探究能力。这符合新课改的核心理念:进行自主、合作、探究式教学,在教学实践中许多一线教师都积极探索与尝试了以本学科为依托的科学探究教学。但从目前的课堂探究教学现状来看,探究教学在课堂教学实践中还存在着诸多的不足。由于影响探究教学实施的因素很多,本文将试从教师的角度分析探究教学在中国实际的课堂教学中出现偏离的原因并提出相应对策,以期为广大教师在以后的教学中探究教学提供方向,实现提高课堂教学质量和学生学习能力的双重目标。

Inquiry-based teaching is a teaching mode proposed in the 1960 s, aiming to cultivate students＇ consciousness of autonomous learning and ability of inquiry in teaching and learning where students learn about the essence of science concepts and scientific inquiry through the inquiry process similar to that of a scientist. This conforms to the core concept of the new curriculum reform： in the implementation of autonomous, cooperative and inquiry-based teaching, many first-line teachers are actively exploring and attempting scientific inquiry-based teaching on the basis of their own subjects. But viewing from the current situation of inquiry-based classroom teaching, there are still many shortcomings in the classroom teaching practice of inquiry-based teaching. Therefore, this paper analyzes the causes of the problems and puts forward corresponding countermeasures, hoping to provide a direction for future implementation of inquiry-based teaching, and realize the dual objective of improving classroom teaching quality and cultivating students＇ ability.