摘要
当前的科学课程改革对学生的科学探究能力提出了要求，这是我国的科学教育研究者和广大教师面临的一个新课题。西方发达国家在20世纪下半叶的科学课程改革中就开始进行有关的研究和实践，有三种主要的教学和研究模型及实践结果可供我们借鉴。这些研究结果表明，科学探究能力是一种具有复杂结构的高层次能力，对科学探究能力的培养不能简单化和程式化。我们应当在借鉴有关研究成果的基础上，把握科学探究的本质特征，采用复杂性科学的研究方法，建立适当的教学和研究模型，从理论和实践两方面开展深入研究。
Students' scientific inquiry ability is addressed by the ongoing science curriculum reform, which is a new topic faced by the researchers and teachers in the field of science education . But it has been addressed in the developed countries in the late 20th century. There are three main types of teaching and research models and practice results which we can learn from. These research results give us the implication that scientific inquiry ability is a higher level ability with very complicated structure, which could not be simplified and formularized. Therefore, by learning from some related research results, we should grasp the essential characteristics of scientific inquiry and build an appropriate teaching and research model so as to do more research work on theory and practice by using complicated and scientific research method .
出处
《课程．教材．教法》
CSSCI
北大核心
2005年第7期93-96,共4页
Curriculum，Teaching Material and Method
关键词
科学探究能力
科学课程改革
教学和研究模型
scientific inquiry capacity
science curriculum reform
teaching and research model
