学生科学探究的自主性辨析  

Analysis of the Autonomy Based on Students' Scientific Inquiry

作　　者：罗国忠[1] 

机构地区：[1]广西教育学院教研部,广西南宁530023

出　　处：《教育科学》2008年第1期41-44,共4页Education Science

基　　金：广西哲学社会科学"十一五"规划课题"科学探究能力的表现性评价"(编号06JFYX005);广西教育科学"十一五"规划课题"初中生科学探究能力评价的研究"(编号2006-B69);中国教育学会"十一五"规划课题"表现性评价在科学探究中的应用研究"(编号0620446B)研究成果之一

摘　　要：我国基础教育各门课程均强调科学探究,但对科学探究的界定却不甚明了,以致一些研究者片面强调学生与科学家的相似性以及学生的自主探究。通过国际研究发现,受学生认知水平、班额大小和课时等内外因素的影响,学生的科学探究需要在教师指导下进行,其指导程度应根据实际情况进行调整。China＇s basic education courses emphasized scientific inquiry, but the definition of scientific inquiry is unclear, causing some researchers extremely emphasized on the similarity of students＇ and scientists＇ scientific inquiry, as well as the autonomy of the students. Through international study, it was found that the students＇ scientific inquiry is influenced the students＇ cognitive level, the class size, the class hour assignment and so on, and is different to scientists＇ , and the students need to carry on scientific inquiry under the teacher＇s instruction, its instruction＇s degree may carry on the adjustment according to the actual situation.

关 键 词：科学探究 学生自主 教师指导 

分 类 号：G424.21[文化科学—课程与教学论]