建构主义注重在已有经验的基础上构建知识,“最近发展区”理论关注学生的已有知识经验,预期潜在发展水平,进而提供学习支架。将“最近发展区”理论应用于“DNA是主要遗传物质”的教学设计和教学过程中,可有效地提升课堂的教学效率。Cons...建构主义注重在已有经验的基础上构建知识,“最近发展区”理论关注学生的已有知识经验,预期潜在发展水平,进而提供学习支架。将“最近发展区”理论应用于“DNA是主要遗传物质”的教学设计和教学过程中,可有效地提升课堂的教学效率。Constructivism emphasizes the construction of knowledge on the basis of existing experience, and the theory of “zone of nearest development” focuses on students’ existing knowledge and experience, anticipates the potential level of development, and then provides learning scaffolds. Applying the theory of “zone of nearest development” to the teaching design and teaching process of “DNA is the main genetic material” can effectively improve the teaching efficiency of the classroom.展开更多
思维导图作为一种思维可视化工具可充分发挥科学史教学的育人价值。本文以人教版高中生物学必修二“DNA是主要的遗传物质”为例,以思维导图为教学辅助工具,通过围绕探究遗传物质本质的教学主线,采用问题驱动等教学方法,开展教学活动,阐...思维导图作为一种思维可视化工具可充分发挥科学史教学的育人价值。本文以人教版高中生物学必修二“DNA是主要的遗传物质”为例,以思维导图为教学辅助工具,通过围绕探究遗传物质本质的教学主线,采用问题驱动等教学方法,开展教学活动,阐述基于思维导图的科学史教学设计过程。As a mental visualization tool, mind maps can give full play to the educational value of science history teaching. This paper takes “DNA is the main genetic material” of the second compulsory course of high school biology of the People’s Education Edition as an example, takes mind map as a teaching aid, and carries out teaching activities through the main line of teaching around exploring the nature of genetic material, and adopts problem-driven teaching methods to elaborate the teaching design process of history of science based on mind map.展开更多
文摘建构主义注重在已有经验的基础上构建知识,“最近发展区”理论关注学生的已有知识经验,预期潜在发展水平,进而提供学习支架。将“最近发展区”理论应用于“DNA是主要遗传物质”的教学设计和教学过程中,可有效地提升课堂的教学效率。Constructivism emphasizes the construction of knowledge on the basis of existing experience, and the theory of “zone of nearest development” focuses on students’ existing knowledge and experience, anticipates the potential level of development, and then provides learning scaffolds. Applying the theory of “zone of nearest development” to the teaching design and teaching process of “DNA is the main genetic material” can effectively improve the teaching efficiency of the classroom.
文摘思维导图作为一种思维可视化工具可充分发挥科学史教学的育人价值。本文以人教版高中生物学必修二“DNA是主要的遗传物质”为例,以思维导图为教学辅助工具,通过围绕探究遗传物质本质的教学主线,采用问题驱动等教学方法,开展教学活动,阐述基于思维导图的科学史教学设计过程。As a mental visualization tool, mind maps can give full play to the educational value of science history teaching. This paper takes “DNA is the main genetic material” of the second compulsory course of high school biology of the People’s Education Edition as an example, takes mind map as a teaching aid, and carries out teaching activities through the main line of teaching around exploring the nature of genetic material, and adopts problem-driven teaching methods to elaborate the teaching design process of history of science based on mind map.
