摘要
科学写作是促进学生科学概念理解、推进学生元认知过程并提升学生批判性思维能力的重要方式。反思性写作作为一种较为前沿的科学教学辅助方式,旨在通过教学前的写作任务引导学生建构对学习材料的主动理解和对理解过程的自主监控并高质量地集中呈现学生的思维历程。反思性写作能够降低学生思维过程显性化的难度,促进学生对关键概念的理解、建立相关概念间的联系,促进学生不断推进视域融合,并能够将学生写作的心理路径导向知识转换模型。科学教学中实施反思性写作具有一套相对完整的应用路径与策略,科学教师可以引导学生在写作过程中标记出作品涉及的科学概念和遇到的问题,尝试建立概念间的联系并解决问题,对照评价标准监控自己的写作内容与过程,从而帮助学生更好地开展反思性写作。
Scientific writing is an important way to promote students’understanding of scientific concepts,metacognition process and critical thinking ability in teaching practice.Reflective writing,as an up-to-date teaching assistance,aims to guide students to construct an active understanding of learning materials and an independent monitoring of the understanding process through the writing task before teaching,and to present students’thinking process with high quality.Reflective writing can help students to present the process of thinking,establish the relationship between the key concepts and related concepts,promote the Horizontverschmelzung,and use Knowledge Transforming Model to think.Reflective writing has a complete set of application paths and strategies.Science teachers can guide students to mark the scientific concepts and their problems,try to establish the relationship between the concepts and solve the problems,and use evaluation criteria to monitor the writing process,so as to help students do better on reflective writing.
作者
高潇怡
吕雅洁
GAO Xiao-yi;LV Ya-jie(Faculty of Education,Beijing Normal University,Beijing 100875, China)
出处
《教育学报》
CSSCI
北大核心
2021年第2期43-51,共9页
Journal of Educational Studies
基金
北京市教育科学“十三五”规划2020年度重点课题“基于话语分析的科学课堂师生互动研究”(课题批准号:CDAA2020044)的研究成果。
关键词
科学写作
反思性写作
知识转换模型
science writing
reflective writing
knowledge transforming model
