以当代科学实践为情境的科学教学模式初探  

A Preliminary Study on the Mode of Teaching Science in the Context of Contemporary Scientific Practice

作　　者：万东升[1] 魏冰[2] 

机构地区：[1]江苏第二师范学院教育科学学院,江苏南京210013 [2]澳门大学教育学院,中国澳门999078

出　　处：《课程．教材．教法》2016年第12期85-90,共6页Curriculum，Teaching Material and Method

基　　金：教育部人文社会科学研究青年基金项目"学生科学素养的文化影响机制与教育路径研究"(15YJCZH157)

摘　　要：近年来,国际科学教育中的科学观开始从"探究"向"实践"转向,科学教育学界积极探索以当代科学实践为情境的教学模式。此类教学模式主要有两种教学设计:基于"社会性科学议题"的论证教学和基于"社会需求"的科学研究案例教学。前者充斥着辩论、磋商、证据收集、评价和反思等科学论证活动;而后者则全方位展示科学家根据社会需求来开展科学研究活动的过程。这两类教学设计都重视学生对科学实践活动的理解、通过反思来进行明确的科学本质教学以及培养学生功能性科学素养。我国需要结合本国实情,挖掘和利用学生熟悉的当代科学实践情境,以发展学生对实践取向的科学本质的理解。In recent year, views of science has transformed from the ＂ inquiry＂ to practice＂ in international science education. Therefore, science educators have actively explored the teaching models in the context of contemporary scientific practice. There are two design models for science teaching： One is the argument teaching based on socio-scientific issues; the other is science research case teaching based on social requirements. The former includes some activities, such as, argument, discussion, collecting evidence, assessment and reflection and so on; The latter exhibits the whole process of science research activity based on the social requirements. The two design models have three characteristics in common： Paying attention to students＇ understanding of scientific practice, carrying out the explicit teaching of nature of science through reflection and cultivating the students＇ functional scientific literacy. We should develop the contemporary scientific practices that are familiar to Chinese students based on our country＇s context in order to let students understand the nature of practice-oriented science better.

关 键 词：科学实践 科学本质 教学模式 

分 类 号：G633.7[文化科学—教育学]