慢教育:让思维深度延展  

Slow Education: Let Thinking Deep Extension

作　　者：郭金花[1] GUO Jin-Hua(Yangzhou High School of Jiangsu Province,Yangzhou 225009,China)

机构地区：[1]江苏省扬州中学,江苏扬州225009

出　　处：《化学教育（中英文）》2023年第23期1-5,共5页Chinese Journal of Chemical Education

基　　金：江苏省十四五规划重点课题“思维可视化工具支持下的化学高阶思维发展型课堂研究”(B/2022/03/140)。

摘　　要：在快教育的背景下提倡慢教育,慢教育本质上是一种“快”的教育,一种“等待”的教育,一种有“品位”的教育。慢教育可以给学生提供更广阔、更宽松、更自由的学习空间和发展空间,从而促进思维的深度发展。因为思维的认识发展、空间扩展和实践活动都需要时间的积淀,需要慢教育。在慢教育中具体可以通过建构图示、问题驱动、实践探索等方式发展学生的深度思维。Slow education is advocated in the context of fast education. In essence, slow education is a kind of “fast” education, a kind of “waiting” education, and an education with “taste”. Slow education can provide students with broader, more relaxed, more free learning space and development space, thus promoting the deep development of thinking. Because the cognitive development, spatial expansion and practical activities of thinking need time accumulation, slow education is essential. In slow education, students' deep thinking can be developed by constructing diagrams, problem driving and practical exploration.

关 键 词：慢教育 深度思维 思维可视化 问题驱动 实践活动 

分 类 号：G633.8[文化科学—教育学]