以生物课堂提问培养高阶思维的策略
The Strategy of Developing Higher Order Thinking by Asking Questions in Biology Classes
陈紫琦1
作者信息
摘要
在高考试题从知识考查逐渐向科学思维考查转变的背景下,本文以生物课堂教学为研究对象,根据布鲁姆的教育目标分类理论,采用查阅文献资料、教学案例分析、现场授课等研究方法,结合一线教学经验,探讨在生物教学中培养学生高阶思维的策略.基于此,本研究建议在生物教学中通过课堂提问的情境性、连续性、多样性和延续性四个方面来提高课堂教学的有效性,进而培养学生的高阶思维.
Abstract
With the transition from knowledge examination to scientific thinking examination in college en-trance examination,this paper takes biology classroom teaching as the research object.According to Bloom's tax-onomy of educational objectives,the paper adopts research methods such as literature review,teaching case analy-sis and on-site teaching,combined with front-line teaching experience.This paper discusses how to cultivate stu-dents'higher order thinking in biology teaching.Based on this,this study suggests that the effectiveness of class-room teaching should be improved through the four aspects of situationality,continuity,diversity and continuity of classroom questioning in biology teaching,so as to cultivate students'higher-order thinking.
关键词
生物教学/课堂提问/高阶思维Key words
biology teaching/classroom questioning/higher order thinking引用本文复制引用
出版年
2024
NETL
NSTL
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