中瑞科学教育探究式教学过程的比较  

The Teaching Process Comparison of Science Inquiry between China and Sweden

作　　者：胡玉华[1] 

机构地区：[1]北京教育学院教师教育学院,北京100011

出　　处：《北京教育学院学报（自然科学版）》2007年第5期36-39,共4页Journal of Beijing Institute of Education

摘　　要：对探究式教学目的、内容和方法认识的一致性,使得中国与瑞典在设计和运用探究式教学方法中有了许多共同的追求,但是基于文化、地域和历史背景的不同,又赋予两国的探究式教学过程鲜明的特色,使比较成为可能。研究发现中国与瑞典科学教育在探究式教学过程的内容载体、教学过程的方法、教学过程的课堂实施模式等方面有许多共同之处,更有许多不同特色。若能相互借鉴、取长补短,定会相得益彰,使我国的科学教育水平更加提高,使学生的科学素养得到更好的发展。The uniformity among the inquiry teaching goal, the content and the method caused many common pursues in the design and in the utilization of inquisition type teaching method between China and Sweden .But based on the difference of cultural, region and historical perspective, also entrusted with both countries the inquisition type teaching process bright characteristic. This makes comparison possible. The research discovered that there are many something in common among the inquisition type teaching process content carrier, teaching process method, teaching process aspects and so on classroom implementation pattern of science education between Chinese and Sweden. Also there are many different characteristics.

关 键 词：科学教育 探究式教学 教学过程 

分 类 号：G632[文化科学—教育学]