Phenomenalogical Approach for Science leaching Methods in Elementary and Secondary School

本研究运用社会建构主义的观点分析了科学课堂中学生学习与教师评价过程的关系。在这种情况下，教师必须立即对学生的建设性学习过程作出反应。因此，我们分析并提出了建构主义教学策略，并在此基础上提出了四种教学策略，并将其整合到科学教学中。这些策略的有效性将通过科学教学实践得到验证。

In this study we analyzed the relationship between student learning and Teachers' assessment process in the science classroom, using social constructivist views.Science teaching, it functions within complex processes. In such situations, teachers are immediately required to react to the student's constructive learning process. Therefore we analyzed and presented some constructivist teaching strategies.Consequently, four teaching strategies were presented and integrated into science teaching. The Effectiveness of this strategies will be verified through science teaching practice.