科学教育中的探究教学史:百年回顾与展望

The Centennial Review and Future Prospect of Inquiry Teaching in Science Education

回溯科学教育中探究教学的百年发展历程,大致分为四个阶段。19世纪中叶:科学教育从诞生之初就伴随着探究思想;20世纪上半叶:杜威的教育革命推动了科学教育方法的发展;20世纪下半叶:探究成为科学课程改革的主题;近年来:实践逐渐成为课程关键词。科学教育话语体系中“实践”的出现,绝非意味着“探究”的淡化甚至隐退,而是对既有探究思想的扩充和发展,“实践”承载的内涵包括:实践既是习得知识的重要途径,也是知识学习的主要目的;实践包括了科学探究和工程实践;让学生思维显现出来是实践的关键要求。

In retrospect,the development of Inquiry Teaching in Science Education over the last 100 years could be divided into four stages.mid-nineteen century:Inquiry was part of Science Education from the very beginning;first half of the twentieth century:the educational revolution initiated by Dewey fueled the development of the pedagogy of Science Education;second half of the twentieth century:Inquiry dominated the curriculum reform of Science Education;21st century:practice has gradually become the key concept of Science Education.While it's noteworthy that the popularity of“practice”by no meansindicates the disappearance of“inquiry”.Instead,“practice”complements and enriches the concept of“inquiry”.As a new concept,the connotations of“practice”include:an important way and goal to acquire knowledge;a combination of scientific inquiry and engineering practice;and a key requirement to visible thinking.