化学问题意识外文文献翻译备课讲稿.docx

化学问题意识外文文献翻译备课讲稿.docx

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化学问题意识外文文献翻译备课讲稿

（4）创新能力薄弱

上海市劳动和社会保障局所辖的“促进就业基金”，还专门为大学生创业提供担保，贷款最高上限达到５万元。

创业首先要有“风险意识”，要能承受住风险和失败。

还要有责任感，要对公司、员工、投资者负责。

务实精神也必不可少，必须踏实做事；

（四）大学生对手工艺制品消费的要求

调研结论：

综上分析，我们认为在学院内开发“DIY手工艺品”商店这一创业项目是完全可行的。

虽然调查显示我们的创意计划有很大的发展空间，但是各种如“漂亮女生”和“碧芝”等连锁饰品店在不久的将来将对我们的创意小屋会产生很大的威胁。

2、你大部分的零用钱用于何处？

原文

题目：

Using“Whatif..”questionstoteachscience

Abstract

Withthewideningknowledgebasestudentswillneedtobemoreflexibleintheirlearninghabits.Traditionally,teachingschoolscienceofteninvolvesteacher-centredmethodslikelectures,experimentaldemonstrationorguidedinquiry.Plainknowledgedisseminationwillnotadequatelypreparestudentstocopewiththechangingworld.Hence,schoolsneedtotrainstudentstobereflectiveintheirlearninghabits–thatis,gettingstudentstobeobservant,togeneraterelevantalternativesandtomakesenseoftheseideas.Thisarticlediscussesawell-documentedreflectivelearningstrategy-theuseof“whatif”questions,tohelpstudentsextendtheirlearningbeyondcurricularrequirements.Studentsareintroducedtoadistillationsetupandthenaskedtopose“whatif”questionsaboutit.Theirquestionsandthecorrespondingpeerresponsesareawealthofinformationforteacherstoexplorehowsciencemaybetaughtdifferentlyandwithagreaterimpactontheirstudents’learningexperience.

Introduction

Thepresentsciencecurriculumincludesarangeofstudentlearningoutcomescoveringlaboratoryandexperimentalscience（MOE,2007）.Researchersandscholarshadarguedthattherolesofexperimentsandpracticalworkinschoolsshouldallowstudentstopracticelaboratoryskills,learnthevariousinvestigativeprocessesandacquirefirsthandexperiencesindealingwithmaterialsandlaboratorywares（Boud,DunnandHegarty-Hazel,1986;Doranetal,2002;Hegarty-Hazel,1986;Josephsen,2003;Woolnough,1990）.Besidesthesecognitiveandpsychomotorobjectivesofschoollaboratorycourses,therearealsosuggestionsthatlessonsshouldbemademoreattractivethroughmoreintellectuallydemandingcoursesandnewteachingtechniquesthatcanmotivatestudentstolearn（Schmidt,2000）.Thispaperdiscussesawell-documentedreflectivelearningstrategy-theuseofquestionsposedbystudentstohelpthemextendtheirlearningbeyondcurricularrequirements（ChinandChia,2004;WalshandSattes,2005）.Specifically,itdiscussestheuseof"whatif"questionsposedbystudents（Fogarty,1994）.Studentsareintroducedtoadistillationsetupandthenaskedtopose"whatif"questionsaboutit.Theirquestionsandthecorrespondingpeerresponsesprovideteacherswithagoodinsightonhowstudentscontributetoknowledgebuildingthroughself-createdlearningopportunities.Theentireexperiencemayalsohelptocreateaclassroomteaching-learningcultureinwhichtheteachertakesontheroleoftheadvancedlearneramongnovicelearners.

Conductingthelesson

Traditionallyalessononexperimentalsciencewouldcommencewithteachertalk,studentevaluationandthenpossibly,aconfirmatoryexperimentalexperienceinthelaboratory.Inquiry-basedlessonsmaytweakthelessonstructureabit,withtheteacherstartingalearningtaskbyaskingaquestion.Forexample,

“Ifyouarestrandedintheopenseaonasmallboat,howwouldyougoaboutmakingsomefreshwatertodrinkfromtheseawateraroundyou?

（Assumingyouhavetheessentiallaboratorywareswithyou.）”

Theteachermaythenfollowupbyfacilitatingaclassdiscussionandendwiththeteachersummarizingandcontextualizingthediscussiontofitthecurricularrequirements.

MortimerandScott（2003）intheirbook,MakingMeaninginSecondarySchoolScience,suggestedthatstudentsshouldengageinsomeformofdialogicactivityiftheyaretodevelopanunderstandingofasciencetopic.Inthisrespect,classroomtalk,learningandmeaningmakingwouldnotmakestrangebedfellowsbutareessentialfeaturesinthescienceclassroomthatwouldensurestudentsgainsomeimpactfullearningexperiences.

Thelesson,whichthepresentdiscussionisbasedon,involvedboththetraditionalclassroomlessondeliveryandtheengagementofstudentdialogicprocess.Itwasconductedforagroupoftensecondarythreeexpressstudents（equivalenttograde8）. Thestudents,fourgirlsandsixboys,wereselectedbytheirChemistryteachertoattendaremediallessononthetopicof“SeparationTechniques”.Theycamefromtwodifferentclassestaughtbythesameteacher.Theseparationtechniquetoberevisedinthe40-minutelessonwason“SimpleDistillation”.Theauthorofthispaperwasrequestedbytheirteachertoteachthisremediallesson.Theauthor（referredtoasthe‘remedialteacher’inthispaper）isalsoaqualifiedandexperiencedschoolscienceteacherofover16years.TheproceedingsofthelessonaresummarizedinTable1.

Approximate

Timeframe

Learning/teachingevents

Pedagogicalapproach

10minutes

-Introduction

-Importanceofseparationtechniquesinchemistry

-Exampleofatechnique:

SimpleDistillation

Teachertalk

10minutes

-Activity:

Studentstoposequestions

-Firstattempt:

Invitationtoverbalisethequestions（nostudentsvolunteered）

-Secondattempt:

Invitationtowritedownthequestionsstartingwiththewords“Whatif..”

（Studentswereobservedtobeactivelyontask.）

Reflectivelearningstrategy:

Useof“whatif”questionstogetstudentstoobservethelearningtaskandgenerateresponses（inthiscaseposedquestions）

20minutes

-Activity:

Teacher-facilitatedthediscussiononthewhatifquestionsposedandwritten bythestudentsonslipsofpaper.

-Theslipsofpaperwerecollectedandeachstudent’swrittenquestionswereprojectedonvisualiserandopenlydiscussedbythestudentswithcommentsandevaluativeremarksmadebytheteacher.Studentswereinstructednottowritetheirnamesonthepaper.

Reflectivelearningstrategy:

studentsengagedinmeaningmaking（thatis,attemptingtoanswer,critiqueandperhapsre-phrasethequestionssothatsomerelationshipscanbeestablishedamongtheideasgenerated）.

5minutes

-Summary:

teachersummarisedstudents’responsestothelearningtasks

-Conclusion:

teacherconcludedlessonwithareviewofthedistillationmethod

Teachertalk

Table1:

LessonProceedings

Aftertheformalgreetingsandasimpleself-introduction,theremedialteacherproceededtoexplaintheimportanceofseparationtechniquesinchemistry.Hecitedsimpledistillationasanimportanttechniquethatallowsustoobtainapuresolventorliquidfromacontaminatedliquidsample（asolutionorasuspension）.Afullylabelleddiagramoftheapparatussetupforsimpledistillationwasprojectedonthescreenwiththehelpofavisualiser（Figure1）.Referringtothediagramonthescreen,theremedialteacherthenproceededtoexplainhowthesimpledistillationapparatusworks.Thestudentswereattentiveandsomewerebusytakingnotes.Thissegmentofthelessonlastedabouttenminutesandwastotallydeliveredbyteacher-talk.

Figure1.Diagramofasimpledistillationsetupfordistillingseawater.

 Atthisjuncture,studentswereinvitedtoverballyaskanyquestionabouttheapparatussetup.Therewasashortpausewithnoresponsefromthestudents.Theremedialteacherthenrequestedthattheypentheirquestionsonblankpiecesofpaper.Again,thereweresome“thoughtful”actions（forexamples,aboyhadhischinproppedbyhishandonthetableandafewgirlsshowedcontortedeyebrows,allpresumablydeepintheirthoughts）.Mostofthemstaredblanklyatthediagramprojectedonthescreen.Again,noonewroteanything.

Theremedialteacherthenwrotethefollowingwordsonthewhiteboard–“Whatif…”andinstructedstudentstobeginposingtheirquestionswiththesetwowords.Healsoaddedthattheycouldaskanythingabouttheapparatussetup,includingthematerials,products,reactionconditionsoranythingthatinterestthem,solongasitwassomethingrelatedtothesimpledistillationprocessorapparatussetup.Theycouldaskquestionsthattheyknowtheanswers,orquestionsthattheydonotknowtheanswers.Noexamplesweregiventothestudentsotherthantheseinstructions.

Itwasobservedthatstudentsbegantopentheirthoughts,writingdownthequestionsandraisingtheirheadsperiodicallytorefertothediagramshownonthescreen.Ittookabouttenminutesbeforemostofthembecameexhaustedofideasandafewstartedtocuriouslypeekintotheirneighbours’work.Theremedialteacherthencollectedthepapersandbegantoflashthemonebyoneonthevisualiser.Foreachstudent’squestionspresented,theremedialteacherfacilitatedanalmostspontaneousresponsefromthefloor.Studentswereobservedtobechattywhileafewshowedamusementsattheirpeers’questions.Therewasalivelycontributiontothepossibilitiesraisedbythequestions,includingdifficultandunfamiliarsituationsarisingfromquestionslike“Whatifthereisnocondenserthere?

”and“WhatiftheBunsenburnerwasreplacedbyacandle?

”（Figure2）

Figure2.“Whatif..”questionscansurfaceunfamiliarexperimentalsituations

The“whatif”questionsandpeerresponses

Theactivitygeneratedalistof26questionsfromthetenstudents（Table2）.Thesequestionscanbebroadlyclassifiedinto11differenttypesof“Whatif…”questionspertainingtothetopiconsimpledistillationofseawater.

Conditions

BroadQuestionsAsked

Frequency

A

Missingmaterials

1.“Whatiftherewasnoboilingstonesintheflask?

”

6

B

Changeinsetupofapparatus（includingmissingpieces）

2.“Whatifthepositionsofthewaterinletandoutletofthecondenserwereswitched?

2

3“Whatiftherewerenothermometerinthesetup?

”

1

4.“Whatiftherewerenocon