交互式教學模式下PBL教學理念的運用案例

——以“化學反應(yīng)與熱能”為例

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摘 要 交互式教學模式強調(diào)課堂主、客體之間的交流與互動，以學生為主體，使學生在與同學、教師的交流中，主動、自發(fā)地探究、總結(jié)、歸納所學的知識。在交互式教學模式下突出PBL教學理念，能讓學生主動思考、自發(fā)探索以及積極交流，從而培養(yǎng)學生的問題解決能力、知識遷移能力和多維度創(chuàng)造能力，促進學生的全面發(fā)展。

關(guān)鍵詞 交互式；PBL理念；自主學習

中圖分類號：G424                             文獻標識碼：A     DOI：10.16400/j.cnki.kjdk.2023.32.042

An Application Case of PBL Teaching Concept in Interactive Teaching Mode

——Take Chemical Reaction and Heat Energy as an example

WU Yongguo1， XUE Yating2， REN Tiegang2

（1 Mingde High School of Changsha， Changsha， Hunan， 410009;

2. College of Chemistry and Molecular Science， Henan University， Kaifeng， Henan 475004）

Abstract The interactive teaching mode emphasizes the communication and interaction between the subject and the object of the classroom， and takes students as the subject， so that students can actively and spontaneously explore， summarize and summarize the learned knowledge in the communication with classmates and teachers. Highlighting PBL teaching concept in interactive teaching mode can make students think， explore and communicate actively. So as to cultivate students' problem-solving ability， knowledge transfer ability and multi-dimensional creativity ability， and promote students' all-round development.

Keywords interactive; PBL concept; autonomous learning

20世紀70年代，美國教育家Brown和Palincsar提出了交互式教學的概念，隨后該教學理念在支架式教學理論的基礎(chǔ)上得到了進一步發(fā)展。（剩余4115字）