科学探究教学的价值取向

Value Orientations of Inquiry Instruction in Science

《义务教育课程方案(2022年版)》和《义务教育科学课程标准(2022年版)》继续强调开展“探究式”教学、“研究性”学习。探究教学的深化和推广需要认真审视其价值取向。价值取向制约着探究教学的目标、内容和方法,教师只有明确价值取向才能更有针对性地开展探究教学。科学教育中的探究教学在不同时期被认为能够满足学生不同方面的发展需要,从而呈现出不同的价值取向。探究教学分别经历了提倡让学生多从事观察、实验、动手等活动,以训练他们归纳推理能力的个体发展取向;让学生探究科学知识的社会运用,以培养他们解决社会问题能力的社会发展取向;通过模仿真实的科学研究,探究学科基本结构,以促进学生理解科学性质的学科发展取向;让学生探究感兴趣的身边现象与问题,以培养科学素养的多元价值取向。不同价值取向下科学探究教学具有不同的的目标、内容与方法,使得探究呈现不同的实践形态。在经历满足个人、社会、学科发展需要的摇摆后,当前科学探究教学强调三者之间的有机联系,坚持整合三者的多元价值取向。这启示不同学科的探究教学须反映学科实践,符合学科规范;兼顾专业探究与应用探究,培养理解和科学运用科学的公民;以学生自主发展为根本,促进知识掌握与社会参与。

The Compulsory Education Curriculum Program and Science Education Standard issued in 2022 continue to advocate inquiry instruction and research-based learning.The deepening and promotion of inquiry instruction requires deeper reflections on its valueorientation,which has an effect on the goals,content and methods of teaching.Only with a clear idea of valueorientation could teachers implement inquiry instruction in a more effective way.Inquiry instruction in science has been regarded to have different value orientations in different historical periods to meet different needs of students development.It was first oriented at students individual development,which aimed to train student s inductive reasoning ability through observation,experiment,and participation.The second-stage orientation was on social development,which aimed to improve students ability to solve social problems through the application of scientific knowledge in the society.The orientation was further developed to the training of students multiple values of science literacy through their exploration of the phenomenon and problems they are interested in.Different value orientations may lead to different objectives,contents and methods of inquiry instruction in science.After swaying among the different development needs of individuals,society and discipline,the current valueorientation of inquiry instruction in science emphasizes their inner relationship and upholds multi-value orientation.It implies that inquiry instruction in different subjects should conform to the nature of its discipline,pay attention to both pure inquiry and applied inquiry to cultivate citizen with science literacy and focus on student s knowledge acquisition and social participation through autonomous development.