从“探究”到“实践”:科学教育的国际转向与本土应对  

From"Inquiry"to"Practice":The International Shift of Science Education and Chinese Strategies

作　　者：张红霞[1] 郁波[2] Zhang Hongxia;Yu Bo(Institute of Education,Nanjing University,Nanjing 210023;Science Education Research Center,China National Academy of Educational Sciences,Beijing 100088)

机构地区：[1]南京大学教育研究院,南京210023 [2]中国教育科学研究院科学教育研究中心,北京100088

出　　处：《教育研究》2023年第7期66-80,共15页Educational Research

基　　金：国家社会科学基金2021年度教育学一般课题“基于中国农业科技史的中小学科学课程开发研究——教育重演论再认识”(编号:BHA210154)的研究成果。

摘　　要：国际科学教育以“实践”代替“探究”是重启改革的动员令。“实践”一词可以更好地表达实用主义思想指导下的认知科学新进展,即强调学术共同体有条理的争辩与理论建构过程,以及社会文化因素对学生认识论认知发展的意义。这一理念转向在教学实践上的反映是,强调科学争辩与推理活动并将其置于科学实践过程的核心位置,并提出了“文化回应性教学”新模式。作为本土应对策略之一,应该以认识论反思为起点,基于中国科技史和本土文化构建“中国农业文明科技史模型”。在建模过程深刻认识科学与社会文化的关系,认识我国儿童科学认知进阶的根据,为教师科学实践活动的情境设计提供重要的本土资源。The idea of"practice"instead of"inquiry"in international science education is a signal to mobilize a new reform.The word"practice"can better express the new advances in cognitive science under the guidance of pragmatism:emphasizing organized debates and the theory-constructing process in the academic community,and the role of socio-cultural factors in the development of students'epistemological cognition.In teaching practice,the conceptual shift focuses on scientific debates and reasoning,which are placed at the core of the process of scientific practice,and creates the"culturally responsive teaching"approach.In response to the conceptual shift,China's science education is supposed to take epistemological reflections as the starting point,build a"historical model of science and technology for China's agricultural civilization"based on the historical development of Chinese science and local culture,have a deep understanding of the relationship between science and socio-culture in the modeling process,awake to the basis of the advances in Chinese children's scientific cognition,and provide important local resources for the situational design of teachers'scientific practices.

关 键 词：科学教育 科学探究 科学实践 科学认识论 文化回应性教学 

分 类 号：G521[文化科学—教育学]