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摘要支架式教学是利用提示性的内容、材料、任务、会话等环境因素，帮助学生搭建符合学生认知水平的，发展更高思维水平的学习支架。将学习支架融入化学探究性实验教学中，既能重视学生的意义建构，又能关注到学生在意义建构中所遇到的困难。通过搭建实验学习支架，降低探究性实验的难度，充分调动学生的探究积极性，发展学生的高级思维，培养学生的科学素养。通过调查问卷对化学实验前、实验中、实验后存在的问题进行分析，并针对以上问题设计四种类型的实验学习支架：实验材料探究支架、实验观察记录支架、实验探究问题支架、交流讨论支架，并将教学设计应用于实践锤炼讨论，让化学实验回归“真探究”。50990
关键词：实验教学 支架式教学 探究 思维
Scaffolding Experiences in Chemistry Experiments Instruction
Abstract
Scaffolding instruction use suggestive content, materials, tasks, and other environmental factors sessions to help students build meeting the students' cognitive level, to development a higher level of thinking. The teaching scaffolding inquiry into the chemical experiment teaching, students can not only pay attention to the significance of the construction, but also concerned about the difficulties students constructing meaning encountered. Investgating scaffolding into the chemical experiment instruction can reduce the difficulty of open inquiry experiments, help students to explore the experiments initiatively, and develop their higher-order thinking and scientific literacy. We analyzed the problems about former chemistry experiment, experiment, experiment after by using quertionnaires. Four types of instructions was designed to solve the above problems: Experimental materials, the stent experimental observations, the questions about exploring experiments, discussions and exchange stent and instructional design applied in practice temper discussion, let's return chemistry experiment "really explore."
Keywords: Experimental teaching Scaffolding instruction Inquiry Thinking
目 录
摘要Ⅰ
Abstract-Ⅱ
目录Ⅲ
表清单-Ⅳ
图清单-Ⅳ
1 绪论-1
1.1支架式教学的内涵-1
1.2支架式教学应用于化学实验的意义1
2 初中探究性化学实验现状的调查2
2.1调查问卷-2
2.2问卷调查结果的总体分析2
2.3小结-4
3 探究性实验教学中常用的学习支架-5
3.1实验前的支架-5
3.2实验中的支架-7
3.3实验后的支架-10
4 讨论-13
参考文献14
致谢15
附问卷调查表16
表清单
表序号 表名称 页码
表2-1 对实验前教学设计的调查 2
表2-2 对实验中相关问题的调查 2
表2-3 对实验后相关问题的调查 3
表3-1 实验前的支架式教学 6
表3-2 支架开放性观察记录表 8
表3-3 支架式开放记录表学生的典型回答 8
表3-4 半开放性问题支架 9
表3-5