初中课堂科学探究中究竟发生了什么——基于多案例的实证考察

What Happens in Scientific Inquiry in Middle School Classroom: An Empirical Study Based on Multiple Cases

伴随国际上科学教育新形式的出现,科学探究的理念和实践受到挑战,但科学探究——强调在参与科学实践中发展科学理解,依然是面向21世纪科学教育的基本取向。本研究从学习的社会文化观出发,借助跨文化情境的思考,运用两个相互关联的子研究追踪了我国W市9位初中科学教师的教学过程,勾勒了初中课堂科学探究教学的整体特征,描述了教学现象之下的过程结构和细部特征。研究揭示,当下初中课堂具备了科学探究过程的整体结构,教师主导的群体对话式探究环节显示出一定的有效性,但也落入"有形少实"的困境。从教师角度看,对科学探究教学目标的片面认识、科学探究教学策略和支持工具的匮乏,以及来自评课和培训的外部影响,都可能致其挣扎于困境。

The emerging forms of science education in the world have challenged the ideas and practice of scientific inquiry. However,scientific inquiry,aiming at developing students' scientific understanding by their engaging in science practice,is still the essential approach to science education for the 21 st century.From the socio-cultural perspective of learning,and using a cross-culturally contextual thinking,the authors conduct two interrelated sub-studies to track the instructional process of nine middle school science teachers in city W. The study describes the overall features of their inquiry-based science teaching,and demonstrates the underlying process structure and detailed characteristics. Moreover,the study reveals that science classroom in middle schools has the general structure of scientific inquiry process,and the teacher-led collective dialogic inquiry-session has shown positive effect,but at the expense of students' active experience and autonomy generally. For teachers,partial understanding of scientific inquiry,lack of pedagogical strategies and tools to support students' inquiries,as well as external influences from organized evaluating-class and trainings,could possibly impede them to conduct an authentic inquiry-based science teaching.