探究式教學(xué)在培養(yǎng)學(xué)生批判性思維方面的有效性畢業(yè)論文外文翻譯-展示頁
2025-05-27 01:58本頁面
【正文】 生不知道 所獲得實(shí)驗(yàn) 結(jié)果的探究方法 。這樣做的目的是為了使學(xué)生 在探究過程中有所收獲，如獲取 概念、理論、原則、 實(shí)驗(yàn)分析中的 變量 以及后繼 概括。 引導(dǎo) 性 探索 :在這類探究活動(dòng)中，當(dāng)學(xué)生在探求自己遇到的或由 老師 提出的問題時(shí)，教師要引導(dǎo)其 開展探究活動(dòng) 。探究 活動(dòng)中 ,老師會(huì)引導(dǎo)學(xué)生 正確 開展探究活動(dòng) ， 這是為了防止他們 在不能獲得答案時(shí)，會(huì)產(chǎn)生消極情感體驗(yàn)。 而且 教師也 有責(zé)任為學(xué)生提供 信息以 幫 助其 獲取需要的結(jié)果。 這 類探究 活動(dòng) 被 CDC 稱為二級(jí) 水平的探究 。這些活動(dòng)也會(huì)為學(xué)生提供開展可以鍛煉學(xué)生各方面能力的探究實(shí)驗(yàn)的機(jī)會(huì)。這一階段 被 CDC 稱為第三 水平的探究 。 creativity and thinking in their efforts to understand History. This is emphasized by wellknown historians such as Collingwood, Marwick and Barraclough in their writing. They believe that using inquiry teaching can develop students’natural skills in learning History. This is also supported by AbdulRahim Abdul Rashid (1999) in his book ‘History of Education: Philosophy, Theory and Practice’ where he stated through inquiry,historians had been able to develop History as a scientific, objective, and subjective lesson for students to learn. According to Abdul Rahim Abdul Rashid (1999), inquiry means questioning something to get answers to what someone has learnt. Discovery is a process involving efforts to understand, collecting, analysing, making inferences and formulating ideas about anything relevant. Inquiry is a process of finding and investigating problems, developing hypotheses, designing experiments,collecting data and making conclusions to solve problems. Inquiry is also a process of searching for the truth information or knowledge through questioning. The inquiry process begins with collecting information through sight, hearing, touch, taste and smell. Omardin (1996) defines inquiry as a matter of questioning techniques and finding answers to the questions raised. It involves careful observation and measurement, making hypotheses interpr
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