语文互动情境创设

文章为全面深化小学语文课程改革,扎实落实小学语文课标精神,精心探究小学语文教学互动情境创设,探索小学语文核心素养有效发展。首先应关注“小学口语交际教学”:依循义务教育小学三、四年级语文口语交际教学课程及目标要求,灵活驾驭教材,创设互动情境,实施案例研究。训练口语交际言之有物(有一定生活体验)、言之有序(有一定表达思路)和言之有情(有一定真情实感);要求交际效果准确得体(说话大致正确无误)和巧妙生动(表达力求感人)。口语交际教学不仅仅是口头表达能力训练,还包括身体语言与观察能力训练;生活体验与语文思维能力训练;学习情趣与自主参与能力训练,互动态度与应对能力训练等。其次还要关注“语文课堂互动情境创设”:即互动口语交际活动要求创设的具体场合、情形、境地,也称互动口语交际场。互动交际的情境不同,要求对应能力也不同。故情境创设是互动交际能力培养的前提,须达成一个实践共识,即视学情,分级设计互动交际目标;激情趣,分级布设互动交际任务;定标尺,分级实施互动交际评价。

Evaluation of a Novel Approach for Automated Inventive Conceptual Design of Building Structures

This research is dedicated to assessment of a method that was earlier proposed and developed in order to increase the degree of automation and software involvement into conceptual decision making during design of structural elements of buildings. Such instruments of the theory of inventive problem solving as contradiction and function analysis and trimming formed the basis of the proposed approach that was realized in a modern building information modeling software. The common logic of the approach is also provided in the article. Qualitative research methods and particularly collecting, analyzing and interpreting data were applied in this research. Firstly, a literature review of indexed journal articles in the field of the study was performed and some trends for possible development of the topic were identified. Secondly, a survey of potential users of the methodology was conducted and analyzed. The questionnaire results showed that the suggested method and its technical realization gained attraction among respondents, however, some of them are rather cautious regarding application of the approach potentials in their practice. The paper ends with evaluation results discussion, conclusion and proposals for further research.

建构主义在化学课堂情境教学中的应用

文章指出教师在化学课堂要创设一个生动、形象的语言情境，将单纯的知识灌输转变为能动的、有目的的知识构建的过程，突出培养学生的创新思维和实践能力，实现对所学知识的主动建构。