| 摘要: |
| 依托展品开展探究式教育活动是引导受众有效体验展品、辅助受众认知建构的重要手段。本文根据各地科技馆的实践归纳出一种具有“分解-体验-认知”特征的探究式展品辅导开发思路,即将展品的原理、过程、操作等进行分解,并设计相应的操作、观察、体验过程,以让受众更加清晰地进行探究和认知。本文根据认知理论并结合具体案例分析了科技馆展品辅导为什么要“分解-体验”、需要什么样的“分解-体验”、如何针对不同类型展品进行“分解-体验”从而获得“认知”。 |
| 关键词: 科技馆 展品辅导 探究式学习 分解-体验-认知 |
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| “Dividing - Experience - Cognition” ——The Strategy of Inquiry Educational Activities Based onthe Exhibits |
| Chen Chuang |
| () |
| Abstract: |
| Carrying out the inquiry educational activities based on the exhibits in science and technology museums is an important means to guide the audience effectively to get their own experience of the exhibits and help them achieve cognition. In practice, we have summed up a new idea of developing inquiry educational activities which have the characteristics of “dividing-experience-cognition”. It is a way to guide the audience to explore and achieve cognition clearly by dividing the phenomenon, the process orthe operation of the exhibits and designing the experiential learning context accordingly. This paper will analyze the necessity of “dividing-experience”, the types of “dividing-experience”we need and how to use the method of “dividing-experience”to improve cognitive effect according to cognitive theory and the specific cases. |
| Key words: science and technology museum, exhibition tutoring, inquiry learning, dividing - experience - cognition |
