“浮力”综合探究性学习设计研究

发布时间：2019-06-04 20:23

【摘要】：本文以“竹筏载重”问题为核心,展开整个探究性学习的设计,将相关的科学、技术、工程与数学融为一体,以实现综合探究性学习。教学设计包含小学“浮力”探究活动设计和初中“浮力”综合探究性学习设计两大板块。小学探究活动设计从“渡河最简单的工具是什么?”这一问题开始,引出“湿木材可以做木筏吗?”“湿竹子可以做竹筏吗?”“干木筏和湿竹筏哪个载货更多?”“什么因素决定了载货多少?”等一系列问题,从而展开整个探究活动。最后,通过矿泉水瓶筏模型的研究,让学生比较湿木材、干木材与湿竹子内部结构异同,直观地将材料内空部的大小与筏载货量建立联系,从而让学生对筏的载货能力有一个新的认识。初中综合探究性学习设计围绕“竹筏能载几个人”问题展开。对问题思考讨论之后,学生能够根据已有的知识计算、预测竹筏能载几个人。但是,学生不知道计算值是否符合实际。为此,学生只能像科学家一样,首先建立一个模型,在实验室里实验,检验理论计算与实际相符程度,为解决“竹筏实际能载几个人”问题奠定基础。进行教学设计时,本论文非常重视与现有的探究式教学设计的区别。其最大不同在于:将课与课链接起来的是单元一开始就设置的问题情境,围绕该问题情境,由浅入深进行系统的探究。这样的设计不仅能让学生对某一现象进行深入研究、对知识进行系统的学习,而且有利于学生钻研精神的培养。
[Abstract]:In this paper, taking the problem of "bamboo raft load" as the core, the whole inquiry learning design is carried out, and the related science, technology, engineering and mathematics are integrated in order to realize the comprehensive inquiry learning. The teaching design includes two parts: the design of "buoyancy" inquiry activity in primary school and the comprehensive inquiry learning design of junior high school "buoyancy". Primary school inquiry activity design from "what is the simplest tool to cross the river?" The question begins, leading to "can wet wood be used as a raft?" "can wet bamboo be used as a raft?" "which carries more goods, dry raft or wet bamboo raft?" "what factors determine how much the goods are loaded?" Wait for a series of questions, so as to carry out the whole inquiry activity. Finally, through the study of mineral water bottle raft model, the students are made to compare the internal structure of wet wood, dry wood and wet bamboo, and the size of the empty part of the material is intuitively related to the raft load. So that students can have a new understanding of the cargo carrying ability of raft. The comprehensive inquiry learning design of junior high school revolves around the problem that bamboo raft can carry several people. After thinking and discussing the problem, the students can calculate according to the existing knowledge and predict that the raft can carry several people. However, the students do not know whether the calculated values are in line with the reality. For this reason, students can only, like scientists, first establish a model, experiment in the laboratory, test the degree of conformity between theoretical calculation and practice, and lay a foundation for solving the problem that "bamboo raft can actually carry a few people". In the course of teaching design, this paper attaches great importance to the difference between the existing inquiry teaching design and the existing inquiry teaching design. The biggest difference lies in that the lesson is linked to the problem situation set up from the beginning of the unit, and the problem situation is systematically explored from shallow to deep around the problem situation. Such a design can not only enable students to conduct in-depth research on a certain phenomenon and systematically learn knowledge, but also facilitate the cultivation of students' research spirit.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.6

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