思维型科学探究教学的理论建构  

TheTheoretical Construction of Thinking-based Scientific Inquiry Teaching

作　　者：胡卫平[1,3] 郭习佩 季鑫 严国红 张睆[1] Hu Weiping;Guo Xipei;Ji Xin;Yan Guohong;Zhang Huan(MOE Key Laboratory of Modern Teaching Technology,Shaanxi Normal University;School of Education;Shaanxi Normol University Branch,Collaborative Innovatinn Center of Assessment Toward Brsic Education Quality,Shaanxi Normol University,Xi’an Shaanxi 710062,China;Shaanxi Normol University Publishing Group,Xian Shaanxi 710061,China)

机构地区：[1]陕西师范大学现代教学技术教育部重点实验室,西安710062 [2]陕西师范大学教育学院,西安710062 [3]陕西师范大学,中国基础教育质量监测协同创新中心,陕西师范大学分中心,西安710062 [4]陕西师范大学出版总社有限公司,西安710061

出　　处：《课程．教材．教法》2021年第6期123-129,共7页Curriculum，Teaching Material and Method

基　　金：中央高校基本科研业务费项目“学习科学交叉研究”(GK202007004);北京师范大学中国基础教育质量监测协同创新中心自主课题资助“基于监测的中小学科学素养提升策略研究”(2020-05-002-BZPK01);国家社会科学基金重大项目“中国儿童青少年思维发展数据库建设及其发展模式的分析研究”(14ZDB160)。

摘　　要：进入20世纪以来,科学探究一直是各国课程改革的核心主题。然而,由于教育工作者对科学探究本质的理解不足,科学探究教学未能达到预期的效果。本文通过对科学探究的历史回溯和本质剖析,明确了思维是科学探究的核心;基于当代学习理论和国际科学教育改革趋势,提出科学探究教学改革的五个基本原则;以思维型教学理论为指导,从教学目标、教学过程、教学评价三个方面构建了思维型科学探究教学的理论模型,以期为科学探究教学的实施提供系统有效的指导。Since the 20th century,scientific inquiry has been a core theme of curriculum reform in various countries.However,due to the insufficient understanding of the essence of scientific inquiry by educators,scientific inquiry teaching did not achieve the expected results.Based on this,this paper clarifies that thinking is the core of scientific inquiry through historical retrospective and essential analysis of scientific inquiry,propose five basic reform principles based on analyses learning theories and educational reform trends to break through the current dilemma of scientific inquiry teaching,and uses think-based instruction theory as a guide to construct a theoretical model of thinking-based scientific inquiry teaching from three aspects:teaching objectives,the basic process of teaching and learning,and teaching evaluation.It provides systematic and effective guidance for the implementation of scientific inquiry teaching.

关 键 词：科学探究 思维型教学理论 课堂教学 

分 类 号：G633.7[文化科学—教育学]