科学教育中的探究教学史:百年回顾与展望
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摘要
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;21 st 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.
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;21 st 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.
引文
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[2]G.E.Deboer.Historical Perspectives on Inquiry Teaching in Schools.In L.B.Flick &N.G.Lederman(Ed.),Scientific Inquiry and Nature of Science[M].Dordrecht:Springer,2006:17.
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[6]C.Eliot.Educational Reform[M].New York:Century,1898:6.
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[15]唐小为,丁邦平.科学探究缘何变成科学实践[J].教育研究,2012,(11):141-145.
[16]Harold Pratt.The NSTA Reader's Guide to A Framework for K-12 Science Education[M].Arlington,VA:NSTA press,2012:40.
[17]M.J.Ford.Educational Implications of Choosing‘Practice’to Describe Science in the Next Generation Science Standard[J]. Science Education,2015,99(6):1041-1048.
[18]L. K. Berland, C. V. Schwarz, et al.Epistemologies in Practice:Making Scientific Practices Meaningful for Students[J].Journal of Research in Science Teaching,2016,53(7):1082-1112.
[19]National Research Council.A Framework for K-12Science Education:Practices, Crosscutting Concepts,and Core Ideas[M].Washington,D.C.:The National Academies Press,2011:42.
[20]B.D.Moulding,R.W.Bybee &N.Paulson.A Vision and Plan for Science Teaching and Learning[M].Essential Teaching and Learning PD,2015:99.
[21]S. Michaels, A. W. Shouse &H. A.Schweingruber. Ready, Set, Science!:Putting Research to Work in K-8Science Classrooms[M].Washington, D.C.:The National Academies Press,2007:90.
[22]H.Rhodes and M.A.Feder.Literacy for Science[M].Washington,D.C.:The National Academies Press,2014:20.
[23]C.C. Mody.Scientific Practice and Science Education[J].Science Education,2015,99(6):1026-1032.
[24]刘恩山.工程学在基础教育中的地位和作用[J].科普研究,2017,(4):5-10.
[25]张颖之.美国科学教育改革的前沿图景[J].比较教育研究,2012,(3):72-76.
[2]G.E.Deboer.Historical Perspectives on Inquiry Teaching in Schools.In L.B.Flick &N.G.Lederman(Ed.),Scientific Inquiry and Nature of Science[M].Dordrecht:Springer,2006:17.
[3]赫·斯宾塞.教育论:智育、德育和体育[M].胡毅,译.北京:人民教育出版社,1962:36.
[4]赫胥黎.科学与教育[M].单中惠,平波,译.北京:人民教育出版社,2005:115.
[5]赫·斯宾塞.教育论:智育、德育和体育[M].胡毅,译.北京:人民教育出版社,1962:62.
[6]C.Eliot.Educational Reform[M].New York:Century,1898:6.
[7]A.Smith &E.H.Hall.The Teaching of Chemistry and Physics in the Secondary School[M].New York:Longmans,1902:106.
[8]J.Dewey.Science as Subject-matter and as Method[J].Science,1910,31(1):121-127.
[9]J.Dewey.Logic:the theory of inquiry[M].New York:Henry Holt and Company,1938:419.
[10]National Education Association.Reorganization of Science in Secondary Schools:A Report of the Commission on the Reorganization of Secondary Education[M]. Washington, D.C.:U.S.Government Printing Office,1920:52.
[11]布鲁纳教育论著选[M].邵瑞珍,等译.北京:人民教育出版社,1989:454.
[12]J.Schwab.The Teaching of Science as Enquiry.In J.Schwab &P.F.Brandwein(Ed.), The Teaching of Science[M].Cambridge, MA:Harvard University Press,1962:15.
[13]武夷山.美国制订历史上第一个国家科学教育标准[J].中国科技论坛,1995,(2):64.
[14]教育部.义务教育生物学课程标准(2011年版)[M].北京:北京师范大学出版社,2011:3,8.
[15]唐小为,丁邦平.科学探究缘何变成科学实践[J].教育研究,2012,(11):141-145.
[16]Harold Pratt.The NSTA Reader's Guide to A Framework for K-12 Science Education[M].Arlington,VA:NSTA press,2012:40.
[17]M.J.Ford.Educational Implications of Choosing‘Practice’to Describe Science in the Next Generation Science Standard[J]. Science Education,2015,99(6):1041-1048.
[18]L. K. Berland, C. V. Schwarz, et al.Epistemologies in Practice:Making Scientific Practices Meaningful for Students[J].Journal of Research in Science Teaching,2016,53(7):1082-1112.
[19]National Research Council.A Framework for K-12Science Education:Practices, Crosscutting Concepts,and Core Ideas[M].Washington,D.C.:The National Academies Press,2011:42.
[20]B.D.Moulding,R.W.Bybee &N.Paulson.A Vision and Plan for Science Teaching and Learning[M].Essential Teaching and Learning PD,2015:99.
[21]S. Michaels, A. W. Shouse &H. A.Schweingruber. Ready, Set, Science!:Putting Research to Work in K-8Science Classrooms[M].Washington, D.C.:The National Academies Press,2007:90.
[22]H.Rhodes and M.A.Feder.Literacy for Science[M].Washington,D.C.:The National Academies Press,2014:20.
[23]C.C. Mody.Scientific Practice and Science Education[J].Science Education,2015,99(6):1026-1032.
[24]刘恩山.工程学在基础教育中的地位和作用[J].科普研究,2017,(4):5-10.
[25]张颖之.美国科学教育改革的前沿图景[J].比较教育研究,2012,(3):72-76.
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