摘要
在职前教师教育类课程＂化学实验教学论＂中,以喷泉相关实验为例,设计论证问题和评价细则,开展论证教学的实践和探索。研究细致分析并揭示了职前教师在论证建构中存在的理由不充分,逻辑推理欠严密;忽略前提条件或特定背景;多采用直觉启发式,少采用系统分析式等问题。这为提高职前教师科学论证能力提供了参考。
This paper concentrated on pre-service teachers＇ argumentation in the curriculum of chemistry didactics experiment and developed argumentation questions and the evaluation rules based on the fountain experiments. The results revealed problems existing in pre-service teachers＇ arguments, including insufficient reasons to support their views, lack of strict logical reasoning, ignoring preconditions or specific background, and using less system analysis. These find- ings can provide a reference for improving the ability of scientific argumentation of pre-service teachers.
出处
《化学教育》
CAS
北大核心
2016年第6期46-49,共4页
Chinese Journal of Chemical Education
关键词
论证教学
职前教师
化学实验
argumentation teaching
pre-serviee teacher
chemistry experiment
