期刊文献+

基于学习进阶的高中生物概念建模教学策略 被引量:2

原文传递
导出
摘要 概念教学是生物学科教学的基础,本文利用学习进阶理念来设计概念教学,结合课堂概念教学过程,构建以史为鉴、图示导思、情景科学、项目工程、内化迁移的五种教学策略。对概念进行建模学习,在科学探究中培养学生理性思维能力,形成生命观念,于社会实践中培养社会责任。
作者 危宝华
出处 《新课程评论》 2021年第1期102-108,共7页
基金 2019年广东省教育科学研究“十三五”规划课题“学科核心素养视野下构建高中生物概念教学模型的实践研究”(课题立项批准号为2019YQJK289)的研究成果。
  • 相关文献

参考文献2

二级参考文献32

  • 1钟志贤.面向知识时代的教学设计框架[J].电化教育研究,2004,25(10):18-23. 被引量:32
  • 2Lisa Fratt. Less is more: trimming the overstuffed curriculum [EB/OL]. [20120307]. http://www, project2061, org/pub- lications/articles/articles/da, htm,.
  • 3美国科学促进会.科学素养的设计[M].中国科学技术协会,译.北京:科学普及出版社,2005.
  • 4National Research Council. How Students Learn: History, Mathematics, and Science in the Classroom [M]. Washington, D. C. : The National Academies Press, 2005.
  • 5National Research Council. Systems for State Science Assessment [M]. Washington, D. C. : The National Academies Press, 2005.
  • 6Smhh C, Wiser M, Anderson C W, et al. Implications of Research on Children's Learning for Assessment: Matter and Atomic Molecular Theory [R]. Washington D. C. : National Academy of Sciences, 2004.
  • 7Smith C, Wiser M, Anderson C W, et al. Implications of Research on Children's Learning for Standards and Assessment: A Proposed Learning Progression for Matter and the Atomic-Molecular Theory [J]. Measurement: Interdisciplinary Research and Perspectives, 2006, 4(1-2): 1-98.
  • 8Catley, K. , Lehrer, R. & Reiser, R. , Tracing a Prospective Learning Progression for Developing Understanding of Evolution[R], Washington D. C.: National Academy of Sciences, 2005.
  • 9Roseman J E, Caldwell A, Gogos A, et al. Mapping a Coherent Learning Progression for the Molecular Basis of Heredity [C]. the National Association for Research in Science Teaching Annual Meeting. San Francisco, CA, 2006.
  • 10National Research Council. Taking Science to School: Learning and Teaching Science in Grades K-8 [M]. Washinton, D. C. : the National Academies Press, 2006.

共引文献390

引证文献2

二级引证文献1

相关作者

内容加载中请稍等...

相关机构

内容加载中请稍等...

相关主题

内容加载中请稍等...

浏览历史

内容加载中请稍等...
;
使用帮助 返回顶部