日常现象 meaning in Chinese
phenomena of everyday life
Examples
- In this paper , according to the fully time compulsory education curriculum standards of chemistry ( experiment draft ) which requests that the students should be able to pose some valuable questions from their daily life or from their chemistry learning and express their questions clearly , the author discussed the inquiry value of the questions in chemistry instruction based on the theory of scientific epistemology , cognitive psychology and ability psychology . furthermore the parameters for measuring the students " questioning ability are also talked about from the perspectives of the motivations of questioning , the cognitive foundation , the value of the questions , the ability of posing questions by themselves and the ability of expressing their questions . after reading many literatures and interviewing some experienced chemistry teachers , the author proposed instructions strategies in cultivating the students " questioning ability in chemistry instruction from five aspects , they are : to stimulate the students to question ; to construct the cognitive foundation of questioning ; to augment the value of the questions ; to make the students pose their questions by themselves ; to cultivate the students " ability of expressing their questions
本文在研究的过程中，采用了文献阅读和向任课教师访谈的方法，以《标准》中对“提出问题”要素的要求“能从日常现象或化学学习中，经过启发或独立地发现一些有探究价值的问题；能比较清楚地表述所发现的问题”为主线，运用科学认识论、认知心理学及能力心理学的相关理论作为理论基础，结合中学生化学学习的特点，从问题的迁移价值、思维价值、能力培养价值和情感价值四方面深入探讨了化学教学中问题的“探究价值” ；通过对化学教学中学生“提出问题”能力的涵义及结构的分析，从提问动机、提问的认知基础、所提问题的价值、提问的自主性和表达问题的能力五个方面建立了衡量学生“提出问题”能力的指标体系；在此基础上相应从五方面提出了化学教学中学生“提出问题”能力培养的教学策略，分别是激发学生“提问”动机的策略、建构“提问”认知基础的策略、提高问题价值的策略、提高学生“提问”自主性策略和培养学生“表达问题”能力的策略。