信息技术与小学科学教学有效融合的研究
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摘要
信息技术的发展,使得互联网渗透到人们生活的方方面面。网络资源以其丰富性、生动性和便捷性很好地弥补了现实教学资源不足的问题,尤其是大数据技术的发展,更为科学教育的网络化创造了条件。小学科学这门课程具备基础性、实践性、综合性等特征,实例阐述了教师应重视促进该课程与信息技术课程的有效融合,使学生深入了解科学知识,为学生设计有趣的科学实践活动,指导学生在实验中学习和运用科学知识,从而综合培养小学生的科学情感与态度,扩展小学生的科学思维空间。
With the development of information technology, the Internet has penetrated all aspects of people's lives. With its richness, vividness and convenience, network resources make up for the shortage of real teaching resources. Especially the development of big data technology has created conditions for the networking of scientific education. Primary school science course has the basic, practical and comprehensive characteristics. Therefore, teachers should attach importance to promoting the effective integration of this course and information technology course, letting students have a deep understanding of scientific knowledge, designing interesting scientific practice activities for students, guiding students to learn and apply scientific knowledge in experiments, so as to comprehensively cultivate students' scientific feelings and attitudes and expand science. students' scientific thinking space.
With the development of information technology, the Internet has penetrated all aspects of people's lives. With its richness, vividness and convenience, network resources make up for the shortage of real teaching resources. Especially the development of big data technology has created conditions for the networking of scientific education. Primary school science course has the basic, practical and comprehensive characteristics. Therefore, teachers should attach importance to promoting the effective integration of this course and information technology course, letting students have a deep understanding of scientific knowledge, designing interesting scientific practice activities for students, guiding students to learn and apply scientific knowledge in experiments, so as to comprehensively cultivate students' scientific feelings and attitudes and expand science. students' scientific thinking space.
引文
[1]姜小圩.科学学习进阶研究:概念、开发与案例[D].宁波:宁波大学,2015.
[2]熊福建,王金涛.回到核心素养:“问学课堂”的范式构建与实施[C].江苏连云港:2015年江苏省小学深化课堂教学改革现场观摩研讨活动论文集,2015:9-13.
[3]李亚.我国地理核心素养的学习进阶研究[D].上海:华东师范大学,2016.
[4]郭玉英,姚建欣.聚焦教学关键问题发展学生核心素养[J].基础教育课程,2016(19):50-55.
[2]熊福建,王金涛.回到核心素养:“问学课堂”的范式构建与实施[C].江苏连云港:2015年江苏省小学深化课堂教学改革现场观摩研讨活动论文集,2015:9-13.
[3]李亚.我国地理核心素养的学习进阶研究[D].上海:华东师范大学,2016.
[4]郭玉英,姚建欣.聚焦教学关键问题发展学生核心素养[J].基础教育课程,2016(19):50-55.