依据“教学提示”组织教学发展学生的科学探究素养——以滑动摩擦力为例  

Organizing teaching based on instructional prompts to develop students’scientific inquiry skills——Taking sliding friction as an example

作　　者：刘长灿 LIU Changcan(Panyu Middle School,Guangzhou 511400,China)

机构地区：[1]广东番禺中学,广东广州511400

出　　处：《物理实验》2024年第11期52-56,62,共6页Physics Experimentation

基　　金：广东省教育科学规划2025年度中小学教师教育科研能力提升计划项目(No.2025YQJK0016)。

摘　　要：分析课程标准“教学提示”面向的对象、性质和内容,以滑动摩擦力为例阐述了如何依据“教学提示”组织课堂教学,得出的教学策略为:运用情境创设建议,激发学生的探究热情,并培养学生的问题意识;遵循教学活动建议,培养学生制定实验方案和获取证据的能力;落实任务要求建议,发展学生的分析论证和评估交流能力.依据“教学提示”组织教学,能够增强学生的科学探究素养.This paper analyzed the group oriented,nature,and content of the instructional prompts in the curriculum standards.Taking sliding friction as an example,it illustrated how to organize classroom teaching based on instructional prompts.Recommendations were made for creating situations to stimulate inquiry enthusiasm and cultivate problem awareness,for following teaching activity suggestions to cultivate the ability to formulate plans and gather evidence,and for implementing task requirements to develop analytical reasoning and evaluate communication skills.Organizing teaching based on instructional prompts could develop students’scientific inquiry literacy.

关 键 词：教学提示 科学探究 核心素养 滑动摩擦力 

分 类 号：G633.7[文化科学—教育学]