中美两国理科“探究教学”的比较分析  

A Comparison and Analysis of "Inquiry Teaching" of Sciences between China and USA

作　　者：倪娟[1] 沈健[1] 

机构地区：[1]南京大学化学化工学院

出　　处：《高等理科教育》2010年第2期102-106,共5页Higher Education of Sciences

基　　金：中国博士后科学基金资助项目“中学理科课程与教学实践问题的理论研究”(项目编号:20090461104);江苏省博士后科研资助计划项目“中学理科课程与教学变革研究”(项目编号:0802062C);江苏省教育科学规划“十一五”重点资助项目“中学理科课程与教学重大问题研究”研究成果之一·

摘　　要：文章比较了中美两国教育文件中探究教学的概念或操作定义以及哲学基础,发现＂探究＂一词的意义相差甚远。认为旨在提高大众科学素养的探究教学不能强调于对科学探究过程技能的学习,应当侧重于对科学的理解。此为与新课程中提高科学素养目标相一致的探究教学要义。以达到用科学,而非做科学的目的。Through a horizontal comparison of the conceptions,philosophical bases,and operational definitions of ＂inquiry teaching＂ between China and USA,the authors find that the meanings of ＂inquiry teaching＂ in two countries differ greatly,and hold the view that inquiry teaching should not pay too much attention to the learning of skills used in science inquiry processes,but should lay its particular emphasis on the understanding of Science instead,because inquiry teaching aims to improve the overall scientific literacy.This understanding of ＂inquiry teaching＂ is consistent with the aim of improving scientific literacy in the new curriculum,the ultimate goal of which is using science rather than doing science.

关 键 词：探究教学 理解科学 科学过程技能 

分 类 号：G642.4[文化科学—高等教育学]