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              系列报道 科学课(3) 科学实验

              发布时间:2018-05-28 02:14:15责任编辑:高振中点击次数:429

              系列报道 科学课(3  科学实验

              从“按图索骥”到“仙人指路”

              Science Class Report (3)

              From Copy to Creation

              还记得我们在初中和高中经历过的科学实验吗?在我们自己动手做实验前, 老师在课堂上先将书本上的图片和流程描述一遍, 再领我们去实验室里一步步地将操作演示一遍,最后在我们真正开始动手做实验的时候,一步步跟着,做完一个步骤,老师下来检查一遍,不只怕你操作失误出现任何伤害,更怕你操作有误检验不出预设的实验结果。

              Do you remember how teachers used to teach experiments in the science lab? Tell you what to do, step by step, instruction followed another, so as to guarantee the result could be achieved as what is shown on the textbooks.

              在枫叶科学实验室中,老师们会让学生们放手去探索已经是常态。在枫叶新科学实验中,我们的实验教学更奇葩!!!

              为什么奇葩?

              因为,除了实验室基本操作、实验原理和安全培训,老师不告诉你做什么实验,不安排你怎么做实验。想做实验? 先自己设计吧。

              你说设计实验?我是说设计实验。

              你是说我需要自己定个实验项目,自己设计步骤,自己选择器材和药品,自己操作然后最终自己完成实验报告? 恭喜你,全部回答正确。

              But at Maple Leaf in the new BC curriculum, the science experiment teaching is very eccentric. Besides the lab safety and basic operational technique, Students rather than teachers are telling what to do and how to do the experiments. I mean students are the decision makers of the topic, procedure, equipment and chemicals to use. They are the director and producer of the experiments and reports. 

                   当然老师也会给一些实验设计让学生参考。 经过一番纠结,通过一番搜索比较,学生们选定了自己的实验项目,如测试果汁和牛奶中的钙含量比较、柠檬水电解池、啤酒浇花的功效等等。 学生们按照自己的理解和猜测设计实验,将实验流程交给老师进行初步审核后(主要确定安全性和实验室用品准备是否充足),就可以真正动手开始操作了。

              Considering teachers’ suggestions and online source, students decide to do something about the calcium comparison in juice and milk, the voltage that lemonade could generate, beer to water flowers, and so on. Students assume and guess when designing their experiments. After submiting their experiment proposal to teachers for safety concern and material confirmation, students could start to work on their experimental pilot.

                   结果,哈哈,可想而知啦。 学生们的实验设计错误百出,因而实验结果不着边际。很多在实验设计时想当然的事情,在实际操作中根本无法实现。

              比如测试钙含量的实验,学生们正确选择了实验指标和方法,却错估了液体中钙浓度,因为没有选择足量的液体样本,导致实验均显示为零的无奈结果。

              The results are easy to guess. The simple assumption in the operation of the experiment led to no valid result. Students who want to compare the calcium in the juice and milk could not find any in neither of these two liquid. 

                   第一阶段实验结束后,学生们以实验组为单位,单独找老师进行汇报。面对学生们脸红羞愧的、无辜呆萌的、胜券在握的、似乎还搞不清楚状况的各种表情,老师们需要憋足仰天长啸的冲动,耐心地一一提示学生思考,总结出实验设计的漏洞。学生们按照自己修改过的设计,进行第二次实验操作。通过如此的方式,学生们一步步地建立起真正的科学实验思维和操作技能。

              After experiment trial one, students come to teachers to debrief group by group. Receiving students’ different expressions, from disappointment to excitement, from pride and confusion, teachers have to fully charge students with questions and guidance, giving students their best patience..

               

              当前,教学都提倡学生从实践中学习,但是经常我们只将实践作为学习成果检验的一种手段。其实实践应该贯穿学习的全过程,让经验启发学生,让学生从经验中学习,通过自己动手去设计、观察、感受和思考,在这一自然发展的过程中培养出学生解决问题的能力,这也就是体验式教学的意义,也是加方新课程的重要模式。 

              Educational field starts to focus on practice in teaching, while the use of it is very limited. Practice to many teachers is mainly a way to exam and evaluate study outcomes. In fact, practice is powerful if it is used correctly from the very first step of learning. Practice, the personal experience of putting hands on the tasks, could inspire students with their interests and motivation, teach students the skills and knowledge, let students observe, think and learn naturally. That is what is emphasized in BC new curriculum.

               



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