Keywords: geography; STSE
China Library Classification Number: G632 Document Identification Number: Part A Number:1002-7661(2012)17-259-03.
As a paradigm of science education, STSE (Science, Technology and Society Environment Education) emphasizes the relationship among science, technology, society and environment, and attaches importance to the application of science and technology in social production, living environment and social development. Under the background of modern science and technology, social and environmental development, STSE course is a very effective form to cultivate students' scientific literacy.
In the new century, the curriculum reform of basic education in China attaches importance to the change of students' learning style, emphasizes the formation of positive learning attitude, and realizes teaching objectives from three dimensions: knowledge and skills, process and method, emotional attitude and values, so as to achieve the goal of students' all-round development. Post-modern curriculum view and teaching view hold that knowledge can be acquired by accepting learning, but skills, methods, emotional attitudes and values are difficult to form through simple teaching transmission. They can only be formed through continuous personal experience and internalization in effective, concrete and vivid specific teaching situation activities. STSE is a good platform for students' autonomous learning activities. In the familiar knowledge situation, students can construct their own scientific knowledge system through scientific inquiry activities. Seek to strengthen the connection between scientific knowledge and students' life, environment and society.
Since 2004, the implementation of the new curriculum plan, new curriculum standards and experimental textbooks in ordinary senior high schools in China has adopted the modular structure of compulsory courses and elective courses, which embodies the characteristics of foundation, structural diversity and selectivity, and promotes the teaching status of STSE to a new height. This paper discusses how to achieve the teaching goal through STSE, taking geography compulsory one in senior high school as an example.
First, "Round Dance in the Night" STSE senior high school geography curriculum implementation objectives
Every child is full of curiosity and fantasy about the moon, and human exploration of the universe is also inseparable from the exploration of the moon. "Moon Phase Observation" is a good STSE course in senior high school geography. Based on STSE, this activity course integrates all subjects such as Chinese, geography, history, English, physics and mathematics, so that students can broaden their horizons and improve their scientific literacy in interdisciplinary learning and the application of information technology means, and in the intersection, infiltration and integration of different contents and methods.
"Round dance in the night" extends from the core problem "Moon phase observation" to several unit activities. Through STSE education, students can further seek important information, cognitive discovery and evaluation on the basis of internalized scientific values when encountering related problems, and finally make correct decisions.
1, course learning objectives
(1) The goal of scientific literacy:
Scientific attitude:
1. Be able to listen to others' reports and express yourself clearly.
Get into the habit of trying to determine the nature of the problem before dealing with it on the spot.
3. Be good at asking questions and actively seek answers.
4. Be sensitive to the changing world and respect the consciousness of life and environment.
5. Weigh, observe and evaluate the observed facts.
6. Actively accept the confirmed conclusion and reconsider your understanding.
Scientific spirit:
1, I believe that careful observation and more inquiries will often lead to many new discoveries.
2. Discover and gain new knowledge through discussion activities, and cultivate self-confidence and fun.
3. You can often ask yourself "How?" Think of a solution in advance.
4. Get into the habit of actively participating in work and be willing to cooperate with others.
5. Get into the habit of using related equipment and complete the equipment of your own ideas.
Scientific method:
1, in scientific research, we must first recognize the existence of problems.
2. Find out the non-essential aspects of the problem and eliminate them.
Collect all the data related to this problem that you can find.
4. With these collected data, we can do some preliminary induction, so as to explain it as concisely as possible, that is, summarize it in some concise language or some mathematical relationship. This is also a hypothesis or hypothesis.
2, nine basic ability goals
(1) Know yourself and your development potential.
When students explore problems, they can understand themselves and their development potential by thinking about their contributions.
Thinking characteristics 1:
Understand whether the process of describing observation records and results is smooth; Whether you have the ability to draw inferences from others and draw inferences from others.
2 in the way of thinking:
Will you actively participate in learning activities, actively think about problems, put forward opinions, and then carry out inquiry activities? Can you create boldly and produce breakthrough thinking?
(2) Appreciation of performance and innovation
Is your research and design creative enough? Do you appreciate the research and design of these ideas?
○ 1 Appreciate the beauty of nature: Students can also guide them to appreciate the beauty of nature when observing and recording the moon.
○2 Students transcribe their own moon observation data on the hemispheric sky model, and everyone appreciates each other. Various observation methods and recording methods can be proposed.
(3) Expression, communication and sharing
At each learning stage of this unit, everyone is constantly thinking, interacting with peers and building new knowledge together, so they fully learn the ability of expression, communication and sharing.
(4) Respect, care and teamwork
The cooperation of the group in this unit can reflect the importance of teamwork, and the research and publication of other groups can also be respected and cared for, so as to cultivate the ability of respect, care and teamwork.
(5) Cultural learning and international perspective
This unit cuts into the theme through the experience of enjoying the moon in the Mid-Autumn Festival and observing the moon in daily life, and then discusses the customs and habits of China people celebrating the Mid-Autumn Festival, and collects data in flexible courses to further explore the fantasy and cultural characteristics of the moon at all times and in all countries. These global villages guide students to understand and appreciate the history and culture of their own country and other parts of the world, realize that the world is a whole, and cultivate a world outlook of interdependence, mutual trust and mutual help.
(6) Planning, organization and practice
In every learning stage of this unit, from the arrangement of situations to the discovery of problems, the generation of inferences, the verification of design experiments and the interpretation of observation records, students are given the opportunity to plan, organize and practice.
(7) Using technology and information
Students use the Internet to search all kinds of data about the moon, which is an opportunity to cultivate students' ability to use science and technology and information.