基于学习进阶的探究学习教学设计与实践——以初中物理“动能和势能”为例  

Teaching Design and Practice of Inquiry Learning Based on Learning Progressions——Take Kinetic Energy and Potential Energy of Junior High School Physics as a Case

作　　者：张红洋[1] 王红美 Zhang Hongyang;Wang Hongmei(School of Physics＆Information Technology,Shanxi Normal University,Xi′an,Shaanxi 710119)

机构地区：[1]陕西师范大学物理学与信息技术学院

出　　处：《物理通报》2018年第8期114-118,共5页Physics Bulletin

基　　金：2017年度陕西师范大学研究生教育教学改革研究项目研究成果,项目编号:GERP-17-13

摘　　要：当前是我国课程改革的关键时期,科学素养的提升是基础教育改革的重要任务,教师有效组织学生开展科学探究实践活动,有助于学生探究能力和科学素养的发展.基于学习进阶理论,以＂动能和势能＂为例,通过分析进阶起点、终点和进阶水平,探讨探究学习教学设计的若干问题,试图改善教学实践.This is a critical period of China＇s curriculum reform, scientific literacy is an important task in the reform of basic education, teachers organize students to carry out scientific inquiry activities, contribute to the development of students＇ inquiry ability and scientific literacy. Based on the theory of advanced learning, taking kinetic energy and potential energy as an example, through analyzing the advanced starting point, end point and advanced level, this paper discusses some problems in the teaching design of inquiry learning, and tries to improve teaching practice.

关 键 词：学习进阶 探究学习 教学设计 动能和势能 

分 类 号：G633.7[文化科学—教育学]