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科学探究教学的异化与价值归正 被引量:1

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摘要 课改的深入推进,科学探究在中小学已经成为常用教学方式,但由于科学探究目的的游移偏颇,探究教学的价值理念落实到实践中也不同程度地出现了问题,导致科学探究教学的过程出现主体迷惘、内容取向偏狭、评价水平失当等问题。因此,要进一步重塑和弘扬科学探究教学的本真价值蕴涵,通过树立探究思维价值本位、提高科学探究教学层次、强化学生思维活动体验来回归理性科学探究。
作者 苏敏
出处 《教育科学论坛》 2021年第34期31-33,共3页 Education Science Forum
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