科学论证学习模型的建构与实践建议

论证与学习科学的交织研究已成为国际科学教育领域的代表性进展之一。我国科学教育领域近十年来正逐步形成“论证教与学”的研究新热点,但当前研究普遍关注“学习论证”,忽视“论证学习”。基于学习科学在科学论证方向的新近研究成果,从论证学习的核心与本质、结构与内容、途径与方法、成果与价值四个方面建构了科学论证学习模型。依据该模型与国内外关于论证学习的实证研究成果,提出了在理科教学中加强论证学习的三条建议:凸显学习中心,精选论证内容;把握论证要素,创设学习环境;聚焦素养要求,评价学习成果。

科学史情境下“读思达”论证式学习模型研究--以《生物·必修3·稳态与环境》“植物生长素的发现”教学为例

以“植物生长素的发现”教学为例,阐述“读思达”论证式学习模型是将论证式学习的主要环节与“读思达”模型有机整合,以“精阅读”“深思考”及“准表达”学习过程为主线,以收集事实证据、开展思考、讨论以及形成主张等论证式学习为核心。实践表明,在科学史情境下,“读思达”论证式学习目标清晰、指向明确;各环节学习内容、任务设计合理;各环节联系紧密,有助于学生深入、广泛地领悟科学家的观点以及解决问题的思路与方法,发展生物学学科核心素养。

Design of a WeChat Learning Platform for Syndrome Differentiation

Objective To design a WeChat mini program called Chinese Syndrome Differentiation Learning Platform(CSDLP)on smartphone to improve health literacy.Methods The developer tools of WeChat(Version:v1.01.170925)were used for designing and debugging the mini program.SPSS17.0 was used for statistical purposes.“View container”“Basic content”“Form component”“Navigation”and“Media components”were used for the development of the WeChat mini program.The detailed method was referred to https://mp.weixin.qq.com/debug/wxadoc/dev/.Results A WeChat mini program called CSDLP was developed.This program has three major functions which are WeChat reading,WeChat class and WeChat syndrome differentiation.The official test report showed that there were no functionality errors for the seven android smartphones(referred to as A,B,C,D,E,F and G)that CSDLP was tested on.Statistical analysis results showed that the average memory in D,E,F and G was lower than in A,B and C.Average ratio was the highest in F and the lowest in G.The average loading time was the same for all smartphones.The audio database for diagnostics using traditional Chinese medicine(TCM)and a lecture video database were based on diagnostic textbook.Our team built a syndrome differentiation database which included 51 diseases.Conclusion CSDLP can improve knowledge visualization,studying process,and information sharing in terms of the training and development of new techniques for syndrome differentiation and treatment in TCM,and it can provide a better illustration for people to understand TCM.

试论“主题式”教学模式下的高中历史教学活动设计研究

新课程改革对高中历史教育教学提出了更新的要求,教师应当在保证提升学生学习能力与综合素质的基础上强化学生的学习参与感、加强对学生思维能力与核心素养的培养。基于此,教师将主题式教学与论证学习作为教学手段,融合形成“主题式”的教学模式,围绕主题呈现史料、以问题驱动学生论证与探索。本文简要阐述了高中历史主题式教学活动设计的基本原则,根据部编版高中历史《中外历史纲要》(上)内容,对“主题式”教学模式下的高中历史教学活动设计进行探究,以期能为高中历史课程教学的优化完善提供有价值的借鉴资料。