摘要
针对探究式教学过程形式化、生成性价值鲜有体现等问题,借助智慧课堂在动态数据采集、分析、反馈方面的优势,以探究流程为主要脉络,在探究活动设计中引入生成性教学理念。从学情诊断、目标设定、情境创设、活动开展、评价实施、拓展迁移6个方面提取要素,并结合智慧课堂课前、课中、课后3个阶段对探究式教学活动进行重构,以期增强探究活动的生成性和动态性,为探究式教学活动开展提供参考。
Confronted with the formalization of inquiry process and the problem that generative value of the inquiry process is rarely re?flected,the smart classroom with strong advantages in dynamic data collection,analysis and feedback provides a new idea for solving the problem.Thus,the research follows the inquiry-based learning process,introduces the generative learning ideas into the design of inquiry activities,and extracts six elements,such as academic diagnosis,goal setting,situation creation,activity development,evalu?ation implementation,and expansion migration under the guidance of generative concept.Finally,by combining them with the three stages of learning in the smart classroom,we reconstruct the inquiry-based learning activities to enhance the generative and dynamic nature of the inquiry activities,hoping to provide a reference for how to act inquiry-based learning activities in the smart classroom.
作者
王小根
单必英
WANG Xiao-gen;SHAN Bi-ying(Education Information Research Center,Jiangnan University,Wuxi 214122,China)
出处
《软件导刊》
2019年第12期263-266,共4页
Software Guide
关键词
生成性教学
探究式教学
智慧课堂
教改活动设计
generative learning
inquiry-based learning
smart classroom
design of activities
