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基于学习进阶的教学设计——以“大气的压强”为例

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摘要 基于学习进阶理论,以浙教版"大气的压强"为例开展教学设计。以学生的现有认知状态为进阶起点,以预期学情目标为进阶终点,借助驱动性问题、学习任务等手段,帮助学生搭建结构化知识的进阶阶梯,并明确应该达到的认知水平层级;在经历理论分析和实践应用之后,提出四点关于学习进阶的教学策略。
作者 魏璐瑶
机构地区 杭州市丁荷中学
出处 《中学物理教学参考》 2024年第21期25-29,共5页 Teaching Reference of Middle School Physics
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