中国小学科学课程发展110年(1912-2021)

Elementary Science Curriculum Development in 110 Years (1912-2021)

1912年以来,我国小学科学课程改革与发展经历了经验本位、知识本位、劳动本位、能力本位、素养本位五个时期,不同时期具有不同的阶段特征。110年的小学科学课程发展成就显著:课程设置从“格致”“理科”“自然”到“科学”,课程定位发生深刻变化;课程目标从知识传授为主到能力发展为主,再到科学素养培养主导;课程内容从知识罗列、分层设计,到内容整合、进阶设计;教材编写的指导思想、结构、内容发生了质的变化;课程教学方法从引进吸收到自主探索,形成了不同特色的教学模式;课程评价从知识本位到能力本位,再到科学素养导向,评价方式走向多元。未来小学科学课程改革与发展的基本走向为:明确课程性质,提升科学课程在课程体系中的地位;课程目标关注科学素养培育,重视科学知识的基础性功能;课程内容纵横贯通,追求必要的深度;教材编制在强调适应性、广度的同时,关注教材内容的基础性、深度;课程教学关注学习方式转变,强化科学实践;课程评价坚持过程性评价与终结性评价结合,不断优化学生学业评价。

Since 1912,the reform and development of science curriculum in China’s primary school has experienced five periods:experience-based,knowledge-based,labor-based,competence-based and literacy-based,and different periods have different characteristics.In the past 110 years,the development of primary school science curriculum has made remarkable achievements:the curriculum setting has changed from “gezhi”“science departments”“nature” to “science”,and the curriculum orientation has undergone profound changes;the curriculum objectives are from knowledge teaching,ability development to scientific literacy cultivation;the curriculum content transforms from knowledge listing,layered design,to content integration,advanced design;the guiding ideology,structure and content of the compilation of textbooks have undergone qualitative changes;the teaching method of the course has changed from introduction and absorption to independent exploration,forming different teaching modes with different characteristics;the curriculum evaluation has changed from knowledge-based to ability-based,and then to scientific literacy-oriented.The basic trend of science curriculum reform and development in the future is as follows:to clarify the nature of the curriculum and enhance the position of science curriculum in the primary school curriculum system;the objective of the curriculum focuses on the cultivation of scientific literacy and the basic function of scientific knowledge;the content of the curriculum is integrated horizontally and horizontally,and the necessary depth is pursued;the compilation of textbooks emphasizes adaptability and breadth while paying attention to the foundation and depth of the content of textbooks;curriculum teaching pays attention to the change of learning style and strengthens scientific practice;curriculum evaluation adheres to the combination of process evaluation and summative evaluation to constantly optimize students’ academic evaluation.