论文部分内容阅读
中学地理STSE课程能够有效提高学生的地理科学素养,是丰富地理国家课程体系的有益尝试。为培养学生的STSE理念,需要把课程开发当作问题探究的过程,将实践课程理解为教师、学生、教材、环境交互作用构成的“生态系统”。研究地理STSE课程问题情境的设置,可以推动STSE教育理论与研究的本土化进程,为中学地理课程发展提供新的实践对策。实施地理STSE课程,有任务教学、角色扮演、问题解决、决策分享四大策略。
The STSE curriculum of middle school geography can effectively improve students’scientific accomplishment of geography, which is a useful attempt to enrich geography national curriculum system. In order to cultivate students’ STSE concept, curriculum development should be regarded as the process of question exploration, and practice curriculum should be understood as the “ecosystem” formed by the interaction of teachers, students, teaching materials and environment. Studying the setting of situation of STSE curriculum can promote the localization of STSE education theory and research and provide new practical countermeasures for the development of geography curriculum in middle school. The implementation of STSE geography curriculum, task teaching, role play, problem solving, policy sharing four strategies.