摘要
自2011年《下一代科学教育标准框架》颁布以来,"科学实践"取代"科学探究"成了科学教育领域的热门词。这二者究竟有何不同?它们在课堂上究竟呈现何种不同的样态?尽管在历史沿革和概念边界上,探究与实践一脉相承,有很多相似之处,但二者也存在三个关键的区别。第一,在理念上,探究可以作为一项独立存在的活动,而实践只有在彼此依赖与互动的关系中才有存在的合理性;第二,实践更加强调科学的知识论层面,而这一层面的探索只有结合具体的学科知识才能进行;第三,实践比探究更多地强调了科学活动的话语交流属性。
Replacing scientific inquiry, scientific practices become a keyword in science education since the release of the framework for the Next Generation Science Standards in 2011. How do practices differ from inquiry in the science classroom？ This article articulates three key differences. First, inquiry was conceptualized as a stand-alone activity, while practices stand as an interconnected and interdependent whole. Second, practices foreground the epistemological aspect of science, which could not be separate from the conceptual aspect. Third, practices are, to a greater extent, discursive in nature.
出处
《课程．教材．教法》
CSSCI
北大核心
2017年第12期110-115,共6页
Curriculum，Teaching Material and Method
基金
国家社会科学基金"十三五"规划教育学青年课题"重塑科学课堂教学模式实证研究--以课堂争论为载体"(CHA160206)
关键词
科学探究
科学实践
课堂教学
互动分析
课堂话语
scientific inquiry
scientific practice
classroom instruction
interaction analysis
classroom discourse
