摘要
科学论证作为核心素养的要素已经引起国内外的广泛关注。已有研究表明科学论证教学可分为三种教学策略:结构式、科学社会式和渗透式。其中渗透式教学策略将论证作为一种工具,帮助学生构建、理解科学规律和科学文化实践活动,符合我国分科教学实际。美国科学论证教学研究起步较早,目前有两种典型的渗透式教学模型:新版ADI模型和PCRR模型。经过质性研究发现:前者适合实验教学;后者适合概念或规律教学。两种教学模型能够为我国开展科学论证教学提供参考和借鉴,并为核心素养研究提供了新思路。
The scientific argumentation as the element of the core literacy has aroused widespread concern at home and abroad. It has been proved that scientific argumentation teaching can be divided into three teaching strategies： structural; scientific and social; penetration.The penetration teaching strategy uses scientific argumentation as a tool to help students to construct and understand scientific laws and practice of science and culture, in line with China＇s teaching practice.The teaching of scientific argumentation in the United States started earlier. At present there are two typical penetration teaching models： the new version of the ADI model and PCRR model. Through qualitative research, it is found that the former is suitable for experimental teaching, and the latter is suitable for the teaching of concept or law. Two kinds of teaching model can provide reference for our country to carry out scientific argumentation teaching and a new idea for core literacy research.
出处
《全球教育展望》
CSSCI
北大核心
2017年第6期60-69,共10页
Global Education
基金
教育部人文社会科学研究规划基金项目“基于科学概念学习进阶的教学设计模型研究”(项目批准号:13YJA880022)阶段性成果
关键词
科学论证
新版ADI模型
PCRR模型
讨论
scientific argumentation
the new version of ADI model
PCRR model
discussion
