三学科课程标准中的科学探究:思考与建议  

Scientific Inquiry in Curriculum Standards of Physics,Chemistry and Biology:Thoughts and Suggestions

作　　者：张迎春[1] 韦晓静 

机构地区：[1]陕西师范大学生命科学学院,陕西西安710062 [2]洛阳市东方高级中学,河南洛阳471003

出　　处：《课程．教材．教法》2012年第9期94-100,共7页Curriculum，Teaching Material and Method

基　　金：国家科技部科技基础性专项重大项目“中小学科学探究学习与创新人才培养机制实验研究”(项目批号:2009IM010300);陕西省教育科学“十一五”规划2010年度专项课题“生物探究式教学评价体系研究”(课题编号:SGH10032)的成果之一

摘　　要：科学探究是科学教育的核心内容，也是我国义务教育阶段物理、化学和生物课程标准中的共同部分。2011年版课程标准同实验稿课程标准相比，科学探究内容主要有以下变化：强调科学探究学习的“应然”价值；注重学生创新精神和实践能力的培养；修改了一些易造成教育工作者片面性理解的表述。但三学科课程标准对科学探究内涵的阐述不同、科学探究所包含的二级主题不同。课标中的重要术语及基本观点应有统一和明确的界定；科学探究应注意学科间的一致性、学段问的连贯性。As the core of science education, scientific inquiry is the common part of compulsory education curriculum standards of physics, chemistry, and biology. Compared with the content about scientific inquiry in the experimental edition of curriculum standards of the three subjects, there are some changes in the 2011 edition. Firstly, 2011 edition puts more emphasis on the ontological value of scientific inquiry learning; secondly, it pays more attention to the cultivation of students＇ innovative spirit and practical ability~ thirdly, it has modified some statements that could lead to educators＇ one- side understanding, However, the description of scientific inquiry and the secondary themes included in the curriculum standards of the three subjects are different. Based on this study, it is suggested that the important terms and basic concepts should be defined clearly and consistently. In addition, we should also strengthen the consistency and the coherence of scientific inquiry between different subjects and different learning periods.

关 键 词：义务教育 课程标准 科学探究 

分 类 号：G633.91[文化科学—教育学]