素养目标下科学课堂的学习变革——基于“下一代科学故事线”教学模型的分析  

Learning Changes in Science Classroom Towards the Goal of Literacy:An Analysis of"Next Generation Science Storylines"Instruction Model

作　　者：韦立君[1] 王开妍 WEI Lijun;WANG Kaiyan(School of Education and Psychology,Hefei Normal University,Hefei 230601,China;Shanghai Songjiang Institute of Education,Shanghai 201620,China)

机构地区：[1]合肥师范学院教育与心理科学学院,合肥230601 [2]上海市松江区教育学院,上海201620

出　　处：《比较教育学报》2024年第6期62-72,共11页Journal of Comparative Education

基　　金：2022年度安徽省哲学社会科学规划一般项目“以特色办学触发普通高中育人方式变革的理论与实践研究”(项目编号:AHSKY2022D162)。

摘　　要：为实现科学素养目标,学校需要进一步转变育人方式,促进科学课堂的学习变革。“下一代科学故事线”教学模型立足科学学科的三维学习愿景,主张学生在有意义的实践中能动连贯地探究知识、解决问题。该模型的实施主要通过五个教学程序,在对故事线教学案例的具体分析中,不难发现每一个教学程序的运用策略都重视师生合作,强调学生参与知识建构轨迹的决策和管理,而故事线的推进则源于学生的学习需求,而非教师的教学要求,从而保证了学生学习的积极性和连贯性。该模型的设计理念和实施策略为素养目标下科学课堂的学习变革拓展了思路:重塑学生认知角色,使之成为科学实践者、积极对话者和深度学习者;教师应尊重学生视角,有策略地引导学生通过科学实践发展科学观念,鼓励学生由个人观点走向集体共识,以及促进学生持续深入地探究问题、发展高阶思维。In order to achieve the goal of scientific literacy,schools need to further transform education methods and promote learning changes in science classrooms.The"Next Generation Science Storylines"instruction model is based on the three-dimensional learning vision of science disciplines,advocating that students actively and coherently explore knowledge and solve problems in meaningful practices.This model is implemented through five teaching routines.In the specific analysis of the storyline teaching case,it isn't difficult to find that the application strategy of each routine attaches importance to teacher-student coorperation and emphasizes students'participation in the decision-making and management of the knowledge construction trajectories.The advancement of the storylines comes from students'learning needs,rather than teachers'teaching requirements,thus ensuring students'enthusiasm and coherence in learning.The design concept and implementaion strategy of this model expand the ideas for learning changes in science classroom towards the goal of literacy:reshaping students'cognitive roles as science practitioners,active interlocutors,and deep learners;teachers should respect students'perspectives and strategically guide students to develop scientific concepts through scientific practices,encourage students to move from individual perspectives to collective consensus,and promote students to continuously explore problems in depth to develop higher-order thinking.

关 键 词：“下一代科学故事线”教学模型 科学实践 科学素养 科学课堂 

分 类 号：G4[文化科学—教育学]