理科课堂教学应追求一种“有意味的形式”  

Science subjects classroom instruction should pursue a kind of significant form

作　　者：方咸围[1] 陈海英[1] 陈志伟[1] 

机构地区：[1]杭州师范大学生命与环境科学学院,浙江杭州310036

出　　处：《教学研究》2008年第2期159-162,共4页Research in Teaching

摘　　要：教学艺术应追求一种"有意味的形式"。了解"有意味的形式"的内涵,有助于理解教学当中追求"有意味"的教学存在的问题及其解决途径。理科教学过程中,教师要积极探索"有意味"的教学情境创设和"有意味"的合作学习、探究教学、自主学习。Teaching art should pursue a kind significant form. To understand the connotation of significant form is helpful to know the question that existed in teaching and the key to the situation. In the process of science subjects teaching, the teacher should explore positively significant form in the teaching situation establishment, the cooperating study, the inquiring teaching, the independent study.

关 键 词：新课程 理科教学 有意味的形式 

分 类 号：G424.21[文化科学—课程与教学论] H15[文化科学—教育学]