浙江省综合科学课程推进中的问题与省思——基于浙江省综合科学课程实施现状的实证研究

Issues and Reflection On Promotion of Zhejiang Integrated Science Curriculum——Based on Empirical Research on the Status of Zhejiang Integrated Science Curriculum Implementation

在我国其它省市实验区科学课程面对综合还是分科选择的难题之时,浙江省的科学课程改革与实施坚持着"综合"的导向,因而审视与反思浙江省综合科学课程推进中的问题成为必要。本文基于科学课程实施现状的调研、七个维度三个层次设计的访谈、对典型地区学校的课堂观察,提出浙江省综合科学课程推进中的问题,表现为"综合科学"与"组合科学"两种科学课程形态的并存;科学教师对科学课程性质与目标认识不到位;对课程资源理解不一,科学教材之外的课程资源开发不足;有效科学教学方式与方法的使用亟待专业引领。进而立足于综合科学课程实施中的难点,提出有效推进科学课程实施的根本在于以培养与培训相结合促进科学教师专业发展;以教材比较研究促进科学教材的完善;改革中考,促进科学教师对科学教学评价的探索。

When other provinces ＇ experimental zones in the mainland are facing with the choice of integrated sci- ence curriculum or subject science curriculum, the science curriculum reform and implementation of Zhejiang adhere to the comprehensive orientation, which make it is inevitable to re-think and inspect the problems in the progress of advancing the integrated science curriculum. We design the questionnaires and interview Questions with seven dimensions and three levels, and then propose the problems of Zhejiang integrated science curricu- lum propelling based on the investigation, interview and classroom observation. The issues concern that two science curriculum forms named integrated science and combined science are coexist, the science teachers short of accurate understanding of the nature of science curriculum and its objectives, there are different interpreta- tions of the curriculum resources, the curriculum resource except science textbooks is deficiencies, it is urgent to give professional guide for various scientific teaching mean and methods effective use. Furthermore, we put forward that the keys of promoting Zhejiang integrated science curriculum implementation are lie in combina- tion the cultivation and training to promote science teachers~ professional development, promoting the science teaching materials improvement by textbooks comparison and study, renovation the entrance examination to the senior high school and promotion science teachers＇ exploration of science teaching evaluation.