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1999年4月,我有幸和其他3位广州的老师共赴武汉参加由《小学自然教学》编辑部举办的为期一个月的自然教学研讨班。班上还有来自武汉和恩施市、建始县的自然老师,连同我们总共9位年青人。编辑部请来了武汉二师、水一小、水二小的自然教师和我们9人共同研究了4个课例,包括《凸透镜》、《昆虫》、《保护牙齿》、《热空气》。而这4个课例的研究都向着同一个方向,就是如何在课堂教学过程中实现科学过程、教学过程、认知过程的统一。 在整个研讨过程中,我与武汉市的樊军老师,建始的张爱民老师在各位专家的指导下共同研究《热空气》一课,令我获益良多。其中最深刻的应该是在自然教学中指导学生收集事实这一教学环节,下面我想谈谈我对此的一些看法。
In April 1999, I was fortunate enough to meet with three other teachers in Guangzhou for a one-month symposium on nature teaching organized by the Editorial Department of “Nature Teaching in Primary Schools” in Wuhan. There were also nature teachers from Wuhan and Enshi City and Jianshi County together with a total of 9 young people in our class. The editorial department invited two teachers in Wuhan, a small natural water and two natural water teachers, and nine of us studied four lessons together, including “Convex Lens”, “Insect”, “Dental Protection” and “Hot Air”. However, all of the four case studies are in the same direction, that is, how to realize the unification of the scientific process, teaching process and cognitive process in the process of classroom teaching. Throughout the course of the seminar, I worked with Fan Jun, a teacher from Wuhan University and Zhang Aimin from Jianshi to study “hot air” under the guidance of various experts and benefited me a lot. One of the most profound aspects of this course should be to instruct students to collect facts in nature teaching. Now I would like to talk about some of my views on this.