一堂好课的“失败”  

The“failure”of a perfect lesson

作　　者：张殷[1] 罗星凯[1] ZHANG Yin;LUO Xing-kai(College of Physical Science and Technology,Guangxi Normal University,Guilin 541004,China)

机构地区：[1]广西师范大学物理科学与技术学院,广西桂林541004

出　　处：《物理实验》2022年第2期58-62,共5页Physics Experimentation

基　　金：国家精品资源共享课(第三批No.948);广西教育科学“十四五”规划课题(No.2021ZJY1047)。

摘　　要：面向未来的科学与技术教育,离不开有开拓创新意识和实践育人能力的师资队伍.但在科技师资培养的课堂中,讲授式教学(LBL)依然占据重要位置.通过叙事研究,基于对一位国家教学名师奖得主跨越15年的观察,从教的角度深描了一堂堪称无懈可击的好课及“好课失败”的关键事件.这个事件触动名师主动让出舞台的中央,开启基于项目的科技探究学习(PBL)模式,并让其成为科技师资培养课堂的常态.Future-oriented science and technology education cannot be separated from STEM teachers with innovative abilities.However,lecture-based teaching still naturally occupies the majority in the pre-service STEM teacher training.This narrative research was based on the observation of a winner of the“National Outstanding College Teachers Award”spanning 15 years.The story thoroughly described a key event,“A perfect lesson and the failure of the perfect lesson”,which forced him to shift from the center of the stage to the edge and promote project-based scientific and technological inquiry learning to be the common made of STEM teachers training classes.

关 键 词：项目学习 探究学习 讲授式教学 科技教师教育 

分 类 号：G642.11[文化科学—高等教育学]