inquiry-based teaching 中文意思是什麼
inquiry-based teaching
解釋
問題探究教學方式-
These must be got to know and made clear in the first place for any school where a course will be given in the pbl. therefore, the first part of the paper exerts itself to expound the connotation of the pbl, the teaching objectives of the pbl and their comparative research, the characteristics and material requirements of the pbl, the thought origins between the pbl, dewey ' s problem - based teaching, kilpatrick ' s project - based teaching, bmner ' s discovery learning and schwab ' s inquiry learning, and the cause and practical significance of the pbl
為此，本文第一部分先著力闡述了研究性學習的內涵界定，研究性學習的目標定位及其比較研究，研究性學習的特點與內容要求，研究性學習與杜威的「問題教學法」 、克伯屈的「設計教學法」 、布魯納的「發現學習」及施瓦布的「探究式學習」的思想淵源，以及實施研究性學習的動因何在、意義何在。 -
The author observed the external factors that affect the students " inquiring activities carefully. the approach of this dissertation is based on the evaluative method about the students " inquiring and constructing concepts used in the book teaching elementary science through investigation and colloquium, written by brenda landsdown, etc, and a general questionnaire and personal questionnaires as well, through which the real thoughts and some direct suggestions can be used to analyze the relationships between the depth of inquiry learning and some external factors
作者仔細地觀察了影響學生探究學習深度的外部因素，以美國蘭本達等人合著的《小學科學教育的「探究?研討」教學法》中評價學生探求概念和建立概念的的部分內容為基礎，設計了探究活動公共問卷和針對個人探究的個人問卷，即採用問卷調查法得到學生真實的想法和對一些問題的直接建議。 -
In the direction of the research - based learning theory, it analyzed its basic characters : subjectivity, opening, practice, inquiry, cognitivity, generativity. the dissertation also originally constructed the basic flow chart of class teaching of cognitive research - based learning, and researched the concrete teaching strategies including for teaching preparation and for teaching process
本研究運用了認知心理學、人本主義心理學、建構主義心理學、多元智能理論等有關教育心理學的重要成果，以研究性學習理念為指導，分析了認知型研究性學習應具有的基本特徵:主體性、開放性、實踐性、生成性、探究性、認知性等;創造性地構建了認知型研究性學習課堂教學的基本流程;並分別提出了具體的課堂教學策略，包括課堂準備策略和課堂教學過程策略。 -
And then it illustrates the principles and the area to choose the contents for inquiry learning and form three ways of inquiry learning for senior biology teaching, based on it : inquiry and discovery learning, problem - settled learning and inquiry experiment design
然後闡明了探究內容選擇的原則和范圍，並以此為基礎構建了高中生物探究式教學的三條重要路徑：探究發現學習、問題解決學習和探究實驗設計。 -
The unit of inquiry ( uoi ) is theme - based and it is the centre of the planning for teaching and learning
質疑單元是教案和教學的中心，必須以此為基準。 -
Vygotsky ' s zone of proximal development and its enlightenment to inquiry - based teaching
維果茨基最近發展區及其對探究教學的啟示 -
The sixth, based on formerly theory and experience, " graduation goal - guide and inquiry " physical teaching mode is put forward, the content is illuminated, the structure of mode is analyzed, and the guiding effect of teacher is established
第六部分，在以往的理論及經驗的基礎上，探索性地提出「層次目標? ?引探」物理教學模式。詳細闡述模式的內涵，構建模式的基本結構，分析模式的實施過程，確立教師的指導作用，並用課題研究實例對模式加以論證。 -
In this thesis, based on the modern theories of classroom instruction, the author construct the concept of teaching, and put forward rudimentary theory of the " inquiring - ruminating " teaching mode of physics classroom instruction according to the sense of student - centered teaching which has been expounded. the elementary theory includes two core links : creating circumstances, kindling students " enthusiasm for inquiry ; ruminating as soon as possible, promoting assimilation. and the theory still has three layered links, they are exploring, studying, and applying
本論文根據現代課堂教學的基本理論，對教學模式的概念進行了界定；並在此基礎上，通過對主體性教學觀念的闡釋，論述了探究? ?反芻式物理課堂教學模式的基本理論，其中包括兩個核心環節：創設情境，激發探究；及時反芻，促進內化；以及三個層次環節：主動探索，注重體驗；精心研究，活躍思維；廣泛遷移，加強感悟。 -
Although, the conscious aesthetic education should have definite goal and task. according to the theory of aesthetic education, physics teaching should enhance the student " aesthetic judgment in their physics teaching, raise their ability of inquiry - based learning, and help them establish correct aesthetic standards
不過，有意識的美育活動必須有明確的目的和任務，根據美育學原理，物理教學美育需要提高學生較強的物理學審美能力、培養他們初步的物理科學審美探究能力以及幫助他們樹立正確的物理學審美觀。 -
However, apart from some scattered and disorderly speaking there are not nearly systematic and thoroughgoing research about it this article attempts to offer some enlightenment to physics teacher by inquiry into. it at theoretic and practical angle firstly, this article mainly talks about logic. and historic unity of " teaching and learning resource ", " physics " " and " individuating " based on individuating physics teaching arid 1earning resource sense
然而，對于這一問題的研究除了散見於一些報刊雜志的零言碎語外，那種系統的、深刻的、全面的重量級研究成果卻少之又少。本文就試圖通過對這一論題理論和實踐上的探素，能給廣大的一線物理老師一些啟迪。 -
Abstract : in view with the training target and special characteristics of students from department of professional teacher, and based on many years experience in teaching, this paper make an inquiry into teaching methods for the course of field experimentation and statistical methods. it is suggested that the key to the teaching of this course is to teach students according to their aptitude and to lay stress on practice
文摘:針對職業技術師范生的培養目標及其特點，在多年的教學實踐中對田間試驗和統計方法課程的教學進行探討，認為因材施教，突出重點，旨在應用，注重實踐，是上好該門課程的關鍵所在。 -
Scientific literacy is the central issue of education study in the world since the level of the ( youngsters ' s ) scientific literacy has become an important mark of a country ' s educational level. the improvement of scientific literacy must be based on subject instruction. therefore we can advance scientific literacy education in chemistry instruction by opening up the teaching content, using varied inquiry instruction method and constructing perfect instruction assessment system, etc
科學素養是當前世界各國教育研究課題的核心內容，青少年的科學素養水平已成為一個國家教育水平和國際競爭力的重要標志之一.目前在我國要全面提高青少年學生的科學素養，必須以學科教學為實踐出發點.在化學教學中，可以通過多維度拓展教學內容，採用靈活多樣的探究式教學方法，建構多元發展的教學評價機制等措施，注重教學過程中的人文關懷，以促進科學素養教育 -
This article has analysed the aims and situations of physics teaching in middle school and pointed out the necessity of carrying out the inquiry - based learning in middle school physics teaching
本文通過對中學物理教育的培養目標，教學現狀的分析，指出了在中學物理教學中實施探究式學習的必要性。 -
Practice shows that students who use this way in learning have more interests in physics learning, have already improved their ability of discovering, analysing and solving problems, and they have changed their past passive ways of learning. therefore, the inquiry - based learning is an effective way to realize teaching aims in middle school physics teaching
實踐表明，學生運用探究的方法進行學習，增強了學習物理的興趣，提高了提出問題、分析問題、解決問題的能力，改變了被動的學習方式，是實現中學物理教育目標的有效途徑。 -
How to put the inquiry - based teaching theories into practice is the main problem we faced currently. the constructing of proper teaching mode is the key to this problem
探究教學模式作為深化探究教學理論和實踐的重要視角和途徑，在探究教學的理論和實踐之間架起了橋梁，為探究教學實踐提供指導和依據。 -
In this paper we do work as follows : firstly, we construct a mode of inquiry - based teaching based on scientific epistemology, psychology and pedagogy in point. secondly, we expaticate on the procedure, principles and strategies relative to this mode. finally, we put the mode into practice to verify an improve it
文章主要進行了以下工作：一、以科學認識論及教育學、心理學的相關理論為基礎，結合化學教學內容的特點、學生實際和教學實踐經驗構建了化學科學探究教學模式；二、對化學探究教學模式的程序、原則和探究各階段的策略進行了詳盡的闡述。 -
The thesis, based on the present teaching situation in our school, presents a series of forms systematically designed for the portfolio evaluation, providing a practical framework to carry out the evaluation of inquiry study
本研究結合我校教學實際，系統地設計了檔案袋評價的系列表格，為開展研究性學習評價提供可運行的架構。 -
The main focus of this research is : inquiry theory, teaching strategies, and how teachers obtain the teaching abilities for inquiry. part two is the study of inquiry theory. it shows the psychological mechanism of inquiry - a self - learning process based on problem - solving
第二部分是對探究性學習的理論探索，闡述了對探究性學習概念內涵和外延的辨析，指出探究性學習的心理學特點? ?是基於問題解決的自主學習，以及探究性學習與科學家的探究、與發現學習的區別。 -
In this paper class teaching methods are designed in elementary school for teaching of science based on basic character, principle and teaching pattern of inquiry method and modern teaching theory. these methods are researched and practiced repeatedly
本文根據探究式教學的基本特徵、基本原則和教學模式，以及現代教育理論，對小學「科學」課程的課堂教學進行了設計，並進行了反復的實踐和探索。 -
The study on information - processing, information - exchanging and feedback, and the study on information management are major concerns of the research on problem - inquiry teaching pattern. in this paper, based on information - processing psychology and educational information theory, making use of our secondary middle school teaching practice, investigation and studies, we do some research on educational information - processing theory of problem - inquiry teaching pattern
探究式教學中的信息加工規律、信息的交流與反饋和信息的運行與管理模式是當前探究式教學的研究中的一項重大課題，在本文中我們以信息加工心理學和教育信息論為理論基礎，通過中學物理教學的教育實踐、行動研究和調查，對探究式教學中的教育信息加工理論進行探討。
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