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在科学课教学中,我们经常要求学生进行力所能及的、形式多样的科学记录,大家也形成了一个共识:科学记录是学生理解科学概念和过程的有效工具。但在实际教学中,有关科学记录仍存在一些值得思考的问题:学生的科学记录应该记什么,怎样记?怎样结合科学课的特点和学生的生理、心理特点,对学生的科学记录进行有效指导?怎样使科学记录本发挥应有的功效?怎样利用学生的科学记录对自己的教学进行反思?等等。本期我们编发了一组有关科学记录的文章,以期引起老师们进一步探索和思考。
In the teaching of science, we often ask students to carry out their varied and scientific records, and we have also reached a consensus that scientific records are an effective tool for students to understand the concepts and processes of science. However, in practical teaching, there are still some questions worth considering about scientific record: what should be recorded in the students’ scientific records, how to record how to combine the characteristics of the science class with the students’ physiological and psychological characteristics to effectively guide the students’ scientific records How to make scientific records play their due effect? How to use the students’ scientific records to reflect on their own teaching? And so on. In this issue we compiled a series of articles on scientific records with a view to arousing teachers’ further exploration and reflection.