以提高科学素养为目标的探究式物理实验教学设计——以金属线膨胀系数测定实验为例  

INDEPENDENT INQUIRY PHYSICS EXPERIMENT TEACHING DESIGN AIMING AT IMPROVING SCIENTIFIC LITERACY——TAKING AN EXAMPLE OF THE MEASUREMENT OF METAL LINEAR EXPANSION COEFFICIENT

作　　者：段秀铭[1] 易志军 唐军[1] DUAN Xiuming;YI Zhijun;TANG Jun(School of Materials Science and Physics,China University of Mining and Technology,Xuzhou,Jiangsu 221116)

机构地区：[1]中国矿业大学材料与物理学院,江苏徐州221116

出　　处：《物理与工程》2022年第4期106-110,共5页Physics and Engineering

基　　金：全国高等学校教学研究项目(DWJZW202123hd);中国矿业大学教改项目(2020YB62;2021YB65)。

摘　　要：科学素养主要涵盖科学知识、科学的研究过程和方法、科学品质三个方面,提升大学生科学素养是大学教育的重要任务之一。以金属线膨胀系数测定实验为例的探究式课堂教学设计紧紧围绕科学素养的三个方面,以引导式问题驱动为主,对“实验项目的引入,实验方案设计,仪器调试,实验现象的理论猜想”等环节添加情境设计,通过设问和猜想,激发了学生学习兴趣,诱发学生思考,有效提升了学生的科学素养。其他学科类实验,均可以以此实验教学设计思路为借鉴,打造有特色的自主研究式实验课堂,培养学生的科学思维能力及提高科学素养。Scientific literacy mainly includes three aspects: scientific knowledge, scientific research process and methods, and scientific quality. Improving college students’ scientific literacy is one of the important tasks for the university education. Taking an example of the measurement of metal linear expansion coefficient, the corresponding inquiry classroom instruction design is centered on the three aspects of scientific literacy. The students’ scientific literacy can be effectively improved by mainly using the heuristic problem driven, adding scene design to the process of “the introduction of the experiment project, experiment design, equipment debugging, theoretical conjecture of experiment phenomenon”, and stimulating the students’ learning interest and actively thinking through the rhetorical questions and guess. Experiments in other disciplines can use this experimental teaching design as a reference to create a characteristic independent research experimental class, foster students’ scientific thinking ability, and improve scientific literacy.

关 键 词：科学素养 金属线膨胀系数 探究式 问题驱动 

分 类 号：G642.423[文化科学—高等教育学] O4-4[文化科学—教育学]