学习进阶理论背景下暑期托管营中科学课程的实践研究——以“小苏打和白醋的反应”的同课异构为例  

A Practical Study of Science Courses in Summer Camp under the Background of Learning Progression Theory Taking the Heterogeneous Class of"Reaction of Baking Soda and White Vinegar"as an Example

作　　者：罗新月 王朝君 叶超 廖星 刘芳[1] LUO Xinyue;WANG Chaojun;YE Chao;LIAO Xing;LIU Fang(Leshan Normal University,Leshan Sichuan 614000,China;Chongqing Normal University,Chongqing 401331,China;Chengdu Huaxi Middle School-Affiliated Middle School of University of Electronic Science and Technology of China,Chengdu Sichuan 610000,China;Leshan Foreign Language School,Leshan Sichuan 614000,China)

机构地区：[1]乐山师范学院,四川乐山614000 [2]重庆师范大学,重庆401331 [3]四川省成都华西中学·电子科技大学附属中学,四川成都610051 [4]乐山外国语学校,四川乐山614000

出　　处：《乐山师范学院学报》2020年第12期129-134,共6页Journal of Leshan Normal University

基　　金：四川旅游发展研究中心一般项目“基于体验学习的自然教育研学旅行研究—以峨眉山为例”(SCLY-2020-LY20-32);乐山师范学院教育教学改革科研重点项目“高师科学教育专业‘创新—多维’培养模式研究与实践”(JG2018-2-13)。

摘　　要：暑期托管营的开展能解决双职工家庭无人照看孩子的难题,而托管营中孩子年龄跨度大,其课程开设有一定难度。基于学习进阶的理论,文章以“小苏打和白醋的反应”一课为例,根据《义务教育小学科学课程标准》的要求,分层设计教学目标,分学段授课,拟探寻较为合理的暑期托管营科学课程,以期为课外科学活动课程提供一定的借鉴。The development of summer camp can solve the problem that no one takes care of children in families of employed couple.However,since the children in the camp have a wide range of ages,it is difficult to set up courses.Based on the study of learning progression theory,taking the lesson of"the reaction of baking soda and white vinegar"as an example,meeting the requirement of"Primary School Science Curriculum Standard for Compulsory Education",this study is to design stratified teaching goal and teaching in different grades,thus to explore reasonable summer camp science courses and to provide certain reference for courses of extracurricular scientific activities.

关 键 词：暑期托管营 小学科学 学习进阶 分层教学 同课异构 

分 类 号：G623.206[文化科学—教育学]