Joke Collection Website - Joke collection - Question of science: What is science?
Question of science: What is science?
In the history of modern scientific development, questioning and the inheritance of scientific knowledge are equally important. Without the inheritance of scientific knowledge, Newton could not stand on the shoulders of giants and see farther. There is no doubt that the world will remain in the middle ages.
Aristotle said: Thinking begins with doubt and surprise. Diderot said: Asking questions is the first step towards philosophy. Einstein said: It is more important to ask questions than to solve them. Zhou: The spirit of doubt is an important part of scientific spirit. Socrates: The problem is the midwife, which can help the birth of new ideas. The ancients said: learning comes from thinking, and thinking comes from doubt. Numerous Chinese and foreign philosophers and scientific celebrities regard questioning as a classic, which shows how important it is in the development of science. It can even be exaggerated to say that there is no doubt that today's human beings will have nothing.
1. The present situation of our science classroom teaching is to teach more and ask less.
In our daily science classroom teaching, most of the work is to impart scientific knowledge, but there are few questions about scientific problems in class. What's more, in order to ensure the smooth completion of teaching progress (scientific knowledge teaching progress), students are given less time to ask questions, or even allowed to ask questions. Turn science class into a duck-filling class and instill knowledge in one direction. For thousands of years, the progress of science is not only the necessary inheritance of scientific knowledge, but also the innovation. And innovation depends on the brave questioning and bold questioning of generations of scientists. From Copernicus, who bravely put forward Heliocentrism, to Kepler, the founder of the laws of planetary motion, from Galileo, who invented the astronomical telescope and discovered four moons of Jupiter, to Newton, who founded the modern classical physics theory, their scientific exploration began with questioning. If they continue to live according to the existing knowledge, they can't achieve so much. And if our science classroom becomes a place for indoctrination, it will imprison students' creativity, which runs counter to our original intention of cultivating a new generation of creative motherland.
2. How to solve the problem of teaching more and asking less?
1. The role of baton
The baton function of the examination determines that the examination mode will not change greatly, and no matter how hard ordinary educators try, they will not change the overall situation.
It is said that the college entrance examination is a baton.
If the test is about the firmness of knowledge and memory, who will care about asking questions? Not to mention caring about quality education, it doesn't matter whether students are creative or not.
2. Evaluation criteria
In the first stage, is the evaluation standard for students based on the mastery of scientific common sense or the quantity and quality of effective questions? Everyone should have an answer to this question.
If you take the mastery of scientific common sense as the standard, the usual general exam is enough to cope with. If we want to change the evaluation criteria and take the quantity and quality of effective questions as the standard, how to assess and evaluate? How to operate specifically?
The solution to the problem here can be considered like this.
First of all, teachers' teaching ideas should keep up with the requirements of the times.
If teachers still take how much knowledge students have learned as the evaluation standard, rather than how many effective questions about science students can make as the evaluation standard, then the students they teach are still superior in memory and insufficient in innovation ability.
Secondly, it is necessary to design a set of evaluation criteria that are in line with the actual situation of local students at that time, so that students' effective doubts can be scored quantitatively. In this way, students' enthusiasm can be aroused, and they can change from trying to remember the scores of scientific common sense to striving for effective questioning.
This can put questions in an important position in the classroom, and also provide a basis for the assessment and evaluation of students' questioning ability.
3. Reform of teacher evaluation criteria.
If we only consider students' mastery of scientific common sense and scientific knowledge.
It is really not easy to quantify the effective questioning ability of students taught by teachers if the test scores of ordinary students can be used as the standard basis. Here, the author throws a brick to attract jade and expresses his views on the reform of assessment standards. Can you quantify the effective questions that students ask about a specific scientific problem?
Here, the author provides an evaluation model, hoping to inspire and get results.
Exodus: Please effectively question that lever is a simple machine.
Please fill in the following form:
The expected result of the question query scheme for name query.
Lever: does the lever save effort and put objects with the same weight at both ends?
See if the lever is balanced-effortless.
(Unbalanced-long end saves effort)
Operability-100 80 90
In the above example, students are graded according to the questions raised, the operability of the inquiry scheme and the expected conjecture of the inquiry.
Scores can directly reflect whether students' scientific literacy-asking questions, assuming and verifying experiments in the scientific trilogy-meets the basic requirements of primary school students. Secondly, it is to check whether the science classroom teaching of science teachers meets the requirements of students to ask effective questions about science.
4. The specific operation of cultivating students' effective questions in science classroom.
First of all, we must make it clear that correct scientific common sense is the basis of effective questioning, rather than putting aside correct scientific common sense to ask absurd, endless and aimless invalid questions. Effective questioning must be based on correct understanding and effective use of scientific common sense. It is hard to imagine that a student who doesn't understand the basic principles of mechanics can put forward the correct test scheme of lever principle and ask questions effectively. Students who don't know the basic scientific knowledge of straight-line propagation of light in ordinary environment may ask some invalid questions, such as whether people's eyes emit rays and reflections when they touch objects. There are more examples of great jokes in history in which theologians questioned how many days it took God to create the world.
Therefore, the most effective teaching method to cultivate the quality of effective questioning in class is to impart correct scientific common sense to students. But we can't aim at imparting knowledge. This is just a means, a means to cultivate the quality of effective questioning, and a prerequisite. Only when students master certain correct scientific common sense can they ask questions effectively. A student with basic scientific knowledge can effectively question which food crops are suitable for planting in which areas. And an ancient emperor who could not leave the palace once made a big joke: many people died in the local area due to famine and poor harvest, and they presented it. He actually asked the minister why they didn't eat meat buns.
In daily life, students are exposed to a lot of information related to science, including correct scientific common sense, fallacious misunderstanding and even deliberate misinterpretation. The task of teachers is to impart correct scientific knowledge to students in class, correct misunderstandings and create conditions for students to ask questions effectively.
Secondly, mastering the correct scientific common sense does not mean that it can be effectively questioned. This involves students' subjective initiative. Sometimes the reason why students can't ask questions effectively is simple, that is, students have to ask questions, but they don't.
There are not only difficulties from correct scientific common sense to effective questioning, but also problems of cultivating students' questioning habits.
From correct scientific knowledge to effective questioning, it is not difficult to say whether it is big or small. It is not easy to figure out why from a lot of existing scientific common sense and scientific phenomena. After all, many problems have been solved by former and current scientists. It's hard to pick out those who haven't been asked. But there is actually a misunderstanding here. You can't ask questions that haven't been asked or even solved. Students are not scientists, what they want is to exercise their ability to ask questions, not to really solve that problem. What's more, even scientists have repeatedly questioned repeated research and inventions, and no one has accused them. On the contrary, it is the academic research atmosphere, where a hundred birds contend and a hundred flowers blossom, which is one of the characteristics of scientific prosperity. Therefore, teachers should encourage students to ask questions boldly, not afraid of repetition and mistakes, and choose good and effective questions from them. You know, even if you look at the same problem from different angles, you may have different research results.
In addition, judging from the formation of students' questioning habits, if they never passively learn the existing knowledge and never think about why, then everything is difficult at the beginning, and no one wants to be the first person to eat crabs, then the big crab of scientific questions will naturally continue to wander around freely. Therefore, we should pay attention to cultivating students' good behavior habits of using their brains to question. Be good at discovering students' questioning potential, encourage them to start asking questions, ask more questions and ask questions effectively with high quality. From seeing a scientific phenomenon, I immediately associate it with the scientific principles contained in it, to seeing a scientific phenomenon, asking questions, and then asking reasonable questions and effectively questioning.
Three. Prospects for effective challenges.
Carrying out effective questioning teaching based on solid scientific knowledge in science class and cultivating students' creative and effective questioning thinking can cultivate a large number of talents in all aspects to meet the needs of the development of modern social science. We don't mean to train all students to be scientists, but all walks of life need talents with creative thinking and dare to question, so that society can develop more smoothly and evenly, instead of being rigid.
The modernization of the motherland needs innovation, and innovation comes from effective questioning. With the call of the times and the demand of the realistic environment, it can be imagined that the transformation of science classroom from imparting scientific common sense to cultivating students' effective questioning quality will become the mainstream of science teaching in the future and make due contributions to the modernization of the motherland.
- Related articles
- Uncle Shanxi found the treasure in the Han tomb 2000 years ago on the river beach. Why is it a flowerpot now?
- What is UFC? What's the difference with WWE?
- I dreamed that others said I was sick.
- Will the boss fire you for pursuing a female colleague?
- What is Sanda based on?
- The glory of the king Dawn Guardian, can you exchange skin fragments?
- During the Northern Expedition, Xu Da repeatedly intended to let Yuan Shundi go. Why was Zhu Yuanzhang happy when he knew about it?
- The joke of quadratic function
- Talk about the sadness of girlfriends.
- Sichuan man fell into a rice field and was mistaken for Altman. What is the Altman in your mind?