中小学科学实验教学的演变与改革:国际经验及其启示  

The Evolution and Reform of Science Laboratory Teaching in Primary and Secondary Schools:International Experiences and Implications

作　　者：王丽丽 丁邦平[1] 王萍[2] Wang Lili;Ding Bangping;Wang Ping(College of Education,Capital Normal University,Beijing 100037,China;College of Chemistry and Materials Science,Sichuan Normal University,Chengdu Sichuan 610068,China)

机构地区：[1]首都师范大学教育学院,北京100037 [2]四川师范大学化学与材料科学学院,成都610068

出　　处：《课程．教材．教法》2022年第11期153-159,共7页Curriculum，Teaching Material and Method

基　　金：教育部人文社会科学研究项目资助“科学教育国际比较与我国实践创新研究”。

摘　　要：科学实验教学进入课堂至今,主要经历了注重科学知识验证的萌芽期、重视科学过程取向的发展期和强调科学实践导向的改革期三个阶段。其间,中小学科学实验教学的作用与功能、目标以及评价都发生了显著变化。回溯国际中小学科学实验教学的演变和改革历程,对改进我国中小学科学实验教学具有如下启示:反思我国科学实验教学的演变,重视教学研究;改进理念与策略,提高教学实效性;改进教学评价,促进学生核心素养的形成。Since its introduction into the classroom,science laboratory teaching has undergone three stages of evolution in developed countries:the initial stage that focus on the verification of scientific knowledge,the developmental stage that focus on the process orientation of science,and the reform stage that focus on the practical orientation of science.During this period,significant changes have occurred in the role and function,objectives,and evaluation of science laboratory teaching in primary and secondary schools.In retrospect,the evolution and reform of science laboratory teaching in primary and secondary schools abroad has the following implications for us to improve science laboratory teaching in primary and secondary schools in China.It is necessary to reflect on the evolution of science laboratory teaching in China and attach importance to teaching research;to improve teaching ideas and strategies to enhance teaching effectiveness;to improve teaching evaluation to promote the formation of students’core competencies;and to improve science teachers’laboratory teaching competency and enhance the educational function of laboratory teaching.

关 键 词：科学实验 实验教学 科学实践 探究性实验教学 

分 类 号：G633.7[文化科学—教育学]