摘要
新课程社会科教科书在探究设计方面存在着一些误区。教科书编写者往往简单地把探究设计理解为问题设计或者活动设计,大胆地将探究设计作为教科书的主体,却没有在教科书中适当凸显探究程序,只注重探究设计的示范性,而又忽视了探究设计的可操作性。这些失误根源于教科书编写者对社会科教学理论没有深入的研究,同时对国内外社会科课堂教学实践没有深入的了解。这一系列失误无论对教师的探究教学还是学生的探究学习都带来消极影响。
There are some misunderstandings in inquiry design in social studies textbooks. The compilers of textbooks often simply regard inquiry design as question or activity design. They boldly make inquiry design the major components of textbooks, but without an appropriate presentation of the procedure of inquiry. They pay attention to the demonstrability of inquiry design, but ignore its feasibility. All these misunderstandings root in the fact that textbook compilers do not make in-depth research on teaching theories of social studies and they don＇t have good understanding of teaching practice of social studies home and abroad, which lead to negative effects on teachers＇ inquiry teaching and students＇ inquiry learning.
出处
《教育学报》
北大核心
2007年第2期50-54,共5页
Journal of Educational Studies
关键词
教材编写
探究设计
探究教学
探究学习
社会科
教科书
textbook compiling
inquiry design
inquiry teaching
inquiry learning
social studies
textbooks
