Classroom Teaching through Inquiry
Classroom Teaching through Inquiry
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探究式课堂教学
DOI：
10.1061/(asce)1052-3928(2000)126:3(105
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发表时间：
2000
影响因子：
--
通讯作者：
T. Wolff
中科院分区：
文献类型：
--
作者：
N. Buch;T. Wolff
探究式学习是学生提出问题、开展实验、收集和分析数据、回答问题并展示结果的过程。询问的过程鼓励“信息处理”而不是“信息扫描”。由于现实世界中的科学和工程问题本质上是以探究为基础来解决的，因此加入探究可以加强工程课程。探究是对最近强调的“主动学习”方法的延伸和补充，这种方法增加了课堂互动。探究式教学法在一门本科建筑材料课程中进行了测试，修改了实验室部分，加入了探究式和主动学习的元素。本文介绍了探究式教学的背景，讨论了探究式实验室的开发细节，并对实验结果进行了总结。文中还讨论了所吸取的经验教训，包括应用调查模式的不足之处，并提出了应用该模式的建议。
Inquiry-based learning is a process in which a student poses a question, develops an experiment, collects and analyzes data, answers the question, and presents the results. The process of inquiry encourages “information processing” rather than “information scanning.” The inclusion of inquiry strengthens an engineering curriculum, as real-world science and engineering problems are, by nature, approached on an inquiry basis. Inquiry extends and complements the recently emphasized “active-learning” approach of increased class interaction. The inquiry approach was tested in an undergraduate construction materials course by revising the laboratory portion to incorporate elements of inquiry and active learning. The paper provides a background on the inquiry approach, discusses the details of developing the inquiry-based laboratory, and summarizes the outcome of this experiment. Lessons learned, including shortcomings of applying the inquiry model, are discussed along with recommendations for its application.