Analysis of the network environment to lead students to explore science and learning strategies毕业.docx

Analysis of the network environment to lead students to explore science and learning strategies毕业.docx

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Analysisofthenetworkenvironmenttoleadstudentstoexplorescienceandlearningstrategies毕业

Analysisofthenetworkenvironmenttoleadstudentstoexplorescienceandlearningstrategies

Asnetworktechnologycontinuestoevolve,ithasbecomemorepopularatalllevelsofcommunication,butalsotheschoolteachersandstudents,home-schoolinteractiononeoftheplatforms.Tocarryoutthenetworkofprimarysciencelearningenvironment,communication,andpromotestudents’sciencelearning,improveteachingefficiencyisausefulcomplementtocurrentscienceteaching.Itrytoleadstudentsinanetworkedenvironmentofscientificstudyofthestrategy,showingcurricularlearningstylethroughthenetwork,thenetworkofhands-onpracticalactivitiesforstudents,leadingstudentstoscientificproblemsolving,effectivetopromotescientificinquiry-basedlearningstudentsachievedsomesuccess.

AnetworkofleadingclassroomlearningparadigmScienceclassroomlearningparadigminvolvingscientificexperiments,scientificexchangeparadigm,theparadigmofscientificrecords,etc.,studentslearnthesescientificparadigmtoenhancestudents’scientificliteracyhasanimportantroleinZhejiangProvincegradeteacher,theteacherrepeatedlyprovincialteachingandresearchstaffYuboJunproposedexperimentstoexplorestudentsquietly,quietlylearninghabitsofscientificthinking,butthestandardparadigmofscientificlearningandprimaryschoolagecharacteristics,psychologicalcharacteristicshaveacertaininternalcontradictions,toexplorehowtoconsciouslyabidebythelawstudentstoachievescientificexplorationactivitiesinthestandardparadigm,theauthorofmultiplerecordsandset-classic,thenetworkdisplayandothermethodstoeffectivelyleadthescientificstudyoftheparadigm.

1.Scientificexchangeinstantclassicfreeze-frameScientificdisciplinehasauniquelearningcharacteristicsofstudentsintheprocessofscientificinquirycarriedoutbythinking,discussionsandexchangeisaveryimportantpartofsciencelearning,scienceandwisdomisthebrightspotofthecollision,thistimeresultinginmanystudentsavaluableclassicformulation,hasbeenappreciatedbyeveryone,butmanytimes,thestudentsareclassicstatementsonthetwinklingofaneyeintheclassroomandhadfailedtofreezesuchaclassic,‘classicstatement’recordcardiseffectivelymotivatethestudentsexpressedenthusiasm.Iwillexchangestudentsintheclassroomtheprocessof‘classicproblem’‘classicinterpretationof’the‘classicinference’torecordtheaudioformatinatimelymanner,andthe‘classicstatement’inthe‘studentstostudyscience’andothernetworkplatformtofurtherdemonstratetheformofaudioandtextinthecontinuousaccumulationtheformationofstudents’scientificclassicexpression‘personale-book,greatlyinspiredthestudentsenthusiasmforsciencelearning,promotestudentself-consciousformofclassroomcommunicationparadigmParentscanalsonetworkplatformforstudentstounderstandsciencelearningandconcernforthechildren’ssciencelearning,hasaddedahome-schoolcommunicationchannels.

2experimentstoexplorethementalityaftertherecordThemainactivitiesofscientificstudyistoexploretheactivities,butstudentsdoscientificexperimentsintheendwhatmostparentswanttoknow,ispreciselyoneofthemostdifficulttounderstandthecontentanditdoesnothavethescientificknowledgeisexpressedsignificantly,aclearrecordofcharacteristics,norisitemotionalgoalswith‘attitude’thecharacteristicsofdominance,it’sjustaprocess,throughthisprocesshaveexperienceofwitnesses.‘classicexperiment’demonstratedjustsuchaletoutsidersknow‘insider’means,Afterrecordingtheactivityofinnerexperience,explorationactivitiesharvest,etc.Itrytoexploretheweek’sexperiment,allowstudentstochoose1-2experiments‘classicexperimental’recordandfinishingprocess,whilestudentsinscientificinquiryAfterthementalityofthestudentsinthespecialpageonthewebsitetoshowtheform,studentsbetweentheexchangesbetweentheparents,evaluationactivities,onaregularbasis,‘theclassicexperiment’oftheassessmentactivities,andguideparentstoparticipateinscience,‘theclassicexperimental’networkinteractiveevaluation,awardedforoutstandingworks‘classicexperiments’rewardscard,whichnotonlyeffectiveinpromotingstudents’curricularparadigmoftheformationofscientificinquiry,butalsoleadthestudentstoactivelyparticipateinextra-curricularactivitiesofscientificinquiry.

Inaddition,thescientificrecordofthetextdisplay,sorting,andsoself-conscioustoexplorethematerialthroughvideo,textdescriptions,etc.tocarrythenetworkcommunication,supplementedbyevaluationandincentivecards,thewholescienceclassroomofstudentslearningtobuildagoodparadigmalsoallowsparentstotimelyandaccuratechildrenlearnscienceandlearning,toachieveascientificstudyofhome-schoolcommunication,enhancestudententhusiasmforsciencelearning,motivationandcompetitiveness.

Second,thescientificnetworkofleadinginnovativepracticeSciencelearninginadditiontobuildingalivelyscientificconcepts,thereshouldbescientificinnovationreflectstheeffectofmakingthepractice,mostlyprimaryschoolsciencecurriculumtextbooksversionofeachunitsetuppracticeincontentproduction,suchassixonthefirstunit<<simplemachine>>there‘Littlesteelyardproduction’content,sixunderthefourthunit<<environmentandour>>haveto‘inspectthehome’snaturalwaters’...inadditiontootherelementaryschoolscienceinnovationscienceandtechnologysectionofthecontestproducedcontent,etc.Butalotofpracticeresultsaregenerallyendwiththeendoftheeventandthereisnolong-term,positiveimpact.Forthesereasons,ItrytoleadtheinnovativeWeb-basedpractice.

1videoshowrealresultstocarryoutinnovativepracticeInnovationandproductionoffinishedproductsproducedbythesweatcontains,wisdom,andactivelygiveproducersafairevaluationandmakethesystemworkinatimelymannerawiderangeofdisplay,evenbeyondtheassessmentofitseffectanaward.Physicaldisplayisthemostimportantplatformforthedisplaylanguagebetweenpeople,theeyesofproducersofonekindofcommunicationwillgivegreatencouragementandsupport,butbythephysicalexhibitionspace,participantsandotherconstraints,networkvideobroadcastingisarealshowafteroneofthemosttimelyandeffectivesupplement.Ifinishedintheproductionofeverystudent,afterallthestudentsproducedtheinnovativevideoproductionfinishedthree-dimensionalpictures,uploadtotheprimaryschoolscienceandspecialnetworkplatformtoorganizetheexchangenetworkactivitiesforparentsandstudentsinvolvedinthesituation,toachieveamulti-channel,multi-timebenefitsofparticipation.

（2）networktimetoachieveresultsofevaluationofinnovativepracticeInnovativeproductionofthefinishedproductevaluationactivitiesunderthetraditionalviewisteacherevaluationofstudents,parentsandstudentsarewaitingforevaluationresultsoftheevaluationofthispassivemode,oftenthehomeofthestudentevaluationsystem,thenetwork’sinnovativeproductionofspace-timeevaluationofthestudents,parentsintotheevaluationsystem,implementtheevaluationofthree-dimensionalsystem.Itrytocreatetheinnovativeproducts,reportedinthescientificpracticeofsciencewebsiteforvideophotodisplay,studentsandparentstoexercisetherighttoassesswhichmodeltogetthestudents,parentsandthestronginvolvementofsupportismoreimportantistomobilizestudentsinscientificinnovationfortheproductionofenthusiasm,thesystemworksinpracticeisinnovative,creativethinking,hands-onpracticalabilitieshavebeeneffectivelyimproved.

Third,awarenessofthenetworktoleadtheproblem-solvingAlloftheresearchisstartedfromtheproblem,todevelopstudentsawarenessandsolvingproblems,carryingout‘problemsolving’typeofscientificthinkingactivities,istheessenceofscienceteachinginthescienceclassroomaddition,QQonlinereal-timetransmission,blogtimelythread,forumrepliesandothernetworkcommunicationatanytimeandtransferthedifferenceofeffectivestudentgrowth,thegrowthofautonomyinthecasewithoutexternalpressure,freeandfullexpressionofunderstandingoftheissues,theavailabilityofreal-time,fastinadditionhasthelatency,backtoback,etc.,studentshavethefullrighttochoose.

1.‘Problemfinding’toestablishahabitofthinkingForlong-term,phased‘scientificissues’contest,studentsobservedthatthecapacityofrefiningcapacityproblemwillbegreatlyimproved.Studentlearningthroughthenetworkandthe‘scientificissues’ofpeerassessmentactivities,notonlyenhancesdivergentthinking,expressedinrigor,butalsoenhancedthehabitofthinking.‘Scientificissues’willbetheclassroomofthe‘classicformulation’andthinkingoutsidetheclassroomthatareincorporated,makingthe‘scientificissues’throughtheinsideandoutsidetheclassroom,contactthestudy,allfoundinlife.sothatthedifferentlevelsofdevelopmentofthestudentshaveanopportunitytoshowcasetheirtalent.

2.‘Collisionofthinking’todeveloptheabilitytosolveSuhomlinskisaidthat‘thewisdomofchildrenintheirfingertips,’theyoftenrelyonhands-onknowledgeandunderstandingoftheworldtoenablestudentstopracticetheirownhands,inpractice,accesstoknowledge,enlightenmentofthemind,thedevelopmentofthekindsofcapabilities,basedonthisund