摘要
"导致悖论"教学是一种智在创境、妙在引领的教学,其核心理念源自于变构学习模型的悖论思想,给学习者创造一个"肯定→否定→肯定"的反思性学习过程。高中化学教学设计可以通过4种途径分别创设"概念与概念"相悖、"理论与实验"相悖、"理论与理论"相悖和"实验与实验"相悖的悖论情境,最终实现学生新旧概念的更替和高阶思维能力的发展。"导致悖论"教学在实施中要注意精选合适的知识内容,加强学生心理的调控,提供丰富的支撑材料。
"Leading to paradox" is a kind of teaching method with wisdom in creating teaching situation and guiding students whose core idea originates from the paradox thought of the allosteric learning model. It aims to create a reflective learning process of "affirmation, negation and affirmation" for learners. There are four ways to create different paradox situation of "concept and concept" "theory and experiment" "theory and theory" and "experiment and experiment" in the chemistry teaching design in senior high school, so as to promote the transformation from old concepts to new concepts and develop the higher-order thinking ability. In the implementation of "leading to paradox", we should pay attention to the selection of appropriate knowledge content, the adjustment of students’ psychology and the provision of abundant supporting materials.
作者
范韦芳
周竹
王世存
FAN Wei-Fang;ZHOU Zhu;WANG Shi-Cun(Institute of Chemistry Education,Central China Normal University,Wuhan 430079,China;Henan Xinyang Senior High School,Xinyang 464000,China)
出处
《化学教育（中英文）》
CAS
北大核心
2021年第17期57-62,共6页
Chinese Journal of Chemical Education
基金
华中师范大学中央高校基本科研业务费“教师教育专项”研究课题“‘一带一体’:新时期师范生实践能力培养路径研究”(项目编号:CCNUTE2020-09)。
关键词
变构学习模型
导致悖论
教学设计
allosteric learning model
leading to paradox
teaching design
