摘要
“创造性探究模式（CIM）”是在整合探究教学和创造性教学的基础上构建起来的，包括探索、解释、交流及评价等多阶段循环的操作程序，具体实施时可以有所超越。以高中化学《化学反应原理》“化学反应速率”（第1课时）为例的“创造性探究模式”的教学实践，包括“提出问题-实施探索-解释数据-交流归纳”等几个阶段。该教学案例表明，“创造性探究模式”的操作程序可以分解实施或灵活组合，“探索”和“解释”等程序要注意发散与辐合的有机结合，而“评价”则应该渗透在教学的全过程。
Creative inquiry mode （CIM） is constructed based on the integration ot creative teaching and inquiry teaching, and involves multi stages cycle including exploration, explanation, communication, evaluation and more procedures in teaching practice. In teaching of chemical reaction rate in senior high school chemistry, CIM included asking questions, exploration, interpretation of data, communication and induction. The teaching case showed that operational proce- dures of CIM could be decomposed to implement or combined flexibly, exploration and explana- tion should focus the organic combination of divergence and convergence, and evaluation should be permeated in the whole process of teaching.
出处
《化学教育》
CAS
北大核心
2015年第17期42-45,共4页
Chinese Journal of Chemical Education
基金
全国教育科学“十二五”规划教育部重点课题“‘教学即研究’的理论建构与实践探索”(课题批准号:DHA140334)
关键词
化学教学
创造性探究模式
化学反应速率
chemistry teaching
creative inquiry mode
chemical reaction rate
