试论化学教学中情境的内涵与功能  

On the Function and Connotation of Context in Chemical Instruction

作　　者：刘前树[1] Liu Qianshu(Nanjing Foreign Ianguage School,Nanjing Jiangsu 210008,China)

机构地区：[1]南京外国语学校,南京210008

出　　处：《课程．教材．教法》2021年第1期125-131,共7页Curriculum，Teaching Material and Method

基　　金：全国教育科学规划2019年度教育部重点课题“具有‘中国心智’的国际化人才中学培养模式”(DHA190432)。

摘　　要：学科教学中情境的功能在于活化惰性知识,增进学科理解,沟通学校世界、生活世界和科学世界。在梳理、分析当前对情境的多元阐释的基础上,提出包括学科知识、生活场景、交往环境和学习活动四个要素的情境多维理解模型。情境素材选择应注意结构化的学科知识和多样化的生活场景相结合;学习活动设计应体现实践方式的多样性,挖掘情境素材的社会文化因素。The function of context in subject instruction includes reviving inert knowledge,developing the understanding of the subject and improving the knowledge transfer from the school to the life world and the science world.Based on the analysis of diverse interpretation of context,a multidimensional understanding model of context which consists of subject knowledge,life settings,communication environment and learning activities is suggested.To implement the function of context in instruction,both the structural subject knowledge and diverse life settings should be integrated in the context while the diverse ways of practice and social cultural factors should be focused in devising learning activities.

关 键 词：化学教学 情境 功能 内涵 

分 类 号：G633.8[文化科学—教育学]