美国对科学探究教学的界定及分析框架简介

A Brief Introduction to the Definition and Analysis Protocol of Inquiry Science Instruction in America

国内外科学教育领域关于探究教学的研究存在概念界定模糊和无有效评价工具等问题。美国国家科学基金会在“探究综述项目”中，制定了探究教学的操作定义和简单的分析框架，有研究者提出了用来评价课堂探究教学的多维分析框架，这两部分研究工作可供我国科学探究教学研究借鉴。建议在已有实证研究的基础上，进一步明确探究教学的特征和元素，设计适合我国国情的课堂探究教学分析框架。

There exist some problems in the field of international science education, such as inexplicit idea about inquiry instruction and absence of analysis protocol. In recent years, the Inquiry Synthesis Project conceptualizes inquiry science instruction in a more explicit way. Meanwhile, some American researchers promote an analysis protocol to assess inquiry instruction. In the future, we could continue our research in two ways： on one hand, explicating the features and elements of inquiry science instruction; on the other hand, designing effective inquiry instruction observation protocols.