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指向科学思维进阶的初中科学课堂教学设计——以“电荷与电流1”为例

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摘要 教师要帮助学生掌握基本的思维方法,形成初步的科学思维能力.学科活动是学科知识转向科学思维的主要方式,合理、恰当的学科活动是学生科学思维形成的重要保障.以“电荷与电流1”为例,基于学习进阶的内涵,设计进阶目标、优化活动主线、调整教学流程,实践中以“发现静电现象—探究带电物体—微观本质探究—拓展模型应用”四环节,由宏观现象转向微观本质,逐步推动学生科学思维的进阶,以此为例为一线教师在科学教学上提供一些设计思路.
作者 雷俊毅
出处 《理科考试研究》 2024年第24期32-36,共5页
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