我国中小学科学教育为何画地为牢 Our primary and middle school science education why restrict your activities to a designated area

　　“每个教师都明白，科学探究是培养创新型人才的必由之路。可是在现实教学中，我们却经常感到很无奈，比如，有些学生感兴趣的问题，老师也觉得值得探究，可是高考不考，或者只在考卷中占很少的比重，该不该去探究呢？具体而言，在中学数理化课程中，到底哪些问题是应当探究的？哪些问题又是不必探究的呢？还有，国际化背景下的科学教育，强调综合性与跨学科，但是我国基础教育中相关的科学教育一直是分科教学，该如何综合……”日前，在南京大学召开的“2012国际科学教育研讨会”上，一位中学教师的提问，引起了很多与会者的共鸣，但现场却没有人能给出直接的答案。

"Each teacher know,Scientific inquiry is the only way of cultivating innovative talents.But in the real teaching,But we often feel very helpless,For example,Some students are interested in question,The teacher also feel worth discussing,But the university entrance exam does not take an examination,Or only in the examination of a few specific gravity,This shouldn't go to explore it?In particular,In secondary school science course,Exactly what the problem is should explore?What problem is? Don't explore?and,Under the background of internationalization of scientific education,Emphasis on comprehensive and interdisciplinary,But our country's basic education related science education has been branch teaching,How to comprehensive……"a,In nanjing at the university"2012 international science education seminars"on,A middle school teacher's question,Caused a lot of participants resonance,But the field but no one can give a direct answer.

　　谈到我国基础教育科学教育的问题，全国人大常委、人大教科文卫委员会副主任委员、中国民办教育协会会长王佐书说，他个人的总体评价是：起步较晚；零散实验，普遍性、代表性不强；为科学教育服务的体系尚未完全建立；离实际的需要尚有相当大的距离。与此相关的是，我国推动科学教育的思路不十分清晰，相关政策还不完全配套。

When it comes to China's elementary education science education problems,The standing committee of the National People's Congress/People's congress deputy director of the education committee members/Chinese private education association WangZuoShu said,His personal overall evaluation is:Started relatively late;Scattered experimental,universality/Representative is not strong;For science education service system has not been fully set up;From the actual need to there is a considerable distance.Related to this is,Our country promote science education ideas not quite clear,Relevant policy is still not completely supporting.

　　几个“有限”是他对我国科学教育的现状的概括：能有效实施科学教育的师资力量有限；科学教育的实验范围有限、经验有限；对科学教育实验的评价体系不够健全，且水平有限，为教育科学决策尚不能提出有力的证据；对科学教育的总体评价水平有限；对现有科学教育研究成果的评价宣传、应用有限；国家现行的高考科目和录取政策的改革有限……

A few"Co., LTD.,"Is he to our country scientific education present situation of the generalization:Can effectively implement science education teachers strength is limited;science education experiment to a limited extent/Experience co., LTD.,;In science education experimental evaluation system is not perfect,And level co., LTD.,,For education scientific decision is not put forward powerful evidence;In science education evaluation of the overall level is limited;The existing education scientific research evaluation propaganda/Application co., LTD.,;The current college entrance examination subjects and enrollment policy reform limited……

　　那么这些“有限”是如何出现的？与发达国家相比，我国的基础教育体系中的科学教育存在哪些差别和差距？应当采取何种措施提高科学教师的素质？带着这些问题，记者采访了一些专家，并倾听了他们会上会下的深入剖析。

So these"Co., LTD.,"Is how to appear?Compared with the developed countries,China's basic education system in science education existence which the difference and gap?Should take what kind of measures to improve the quality of science teacher?With these questions,The reporter interviewed some experts,And listen to their next meeting will further study.

美国科学教育新框架显示危机意识 The United States scientific education new frame display crisis consciousness

　　美国密歇根州立大学的约瑟夫·克拉伊契克教授在会上系统地介绍了美国科学教育的新框架。《K-12科学教育框架：实践、跨学科概念和核心概念》2011年7月19日在美国正式发布，其中的K代表幼儿园，12则代表从小学到高中的各个年级段。

Michigan state university, Joseph carat Iraq at the meeting, professor qi systematically introduced the United States scientific education new framework.[K - 12 science education frame:practice/Interdisciplinary concept and the core concept]July 19, 2011 in the United States issued a formal,One of the K on behalf of the kindergarten,12 represents to acquire high school grade of each section.

　　这个新框架是在原有科学教育标准之上经过多位专家历时一年多的时间修订而成的。1996年，美国颁布了历史上第一部科学教育标准《美国国家科学教育标准》。2010年开始，一些专家开始参与修订科学教育标准。修订原因在于：一方面，十多年来科学前进的步伐一直在加快，很多新的内容与研究成果需要增加到科学教育之中；另一方面，部分业内外人士指出，美国的科学教育存在不足之处，比如，整体上缺乏系统的规划，所涉内容较为宽泛而缺乏深度，等等。科学教育新框架的制定者力争构建一个明晰的三维框架结构，并以此来概括所有学生在高中毕业前应学习的科学知识和完成的实践内容。它也是美国“下一代科学教育标准”的基础。

This new framework is in the original science education standard by experts on for more than a year of time revision and become.In 1996,,The United States has issued a history the first a science education standard[The national science education standards].2010 start,Some experts began to participate in revision science education standard.Revised the reason is that:On the one hand,Ten years the pace of scientific progress has been to speed up,A lot of new contents and research achievements of scientific education to need to increase;On the other hand,Part of this personage points out,The scientific education exist deficiencies,For example,, on the whole, the lack of system planning,The comparatively broad content involved and lack of depth,, etc.science education new framework makers strive to build a clear three dimensional frame structure,And so as to summarize all the students in high school graduation front should learn scientific knowledge and complete practice content.It is also the United States"The next generation of science education standard"foundation.

　　这个框架结构第一个维度是科学与工程实践，本维度为科学和工程实践提供了完整的认识。此处“实践”的含义为：重复行为以使其熟练；深入彻底地学习以使其成为习惯；运用知识以使其达成目标。学生在科学课堂上应有机会学习：提出科学问题和界定技术难题；发展和使用模型；计划和实施研究；分析和阐释数据，使用数学、信息、计算机技术和计算思维；构建解释(针对科学)和设计解决方案(针对工程)；参与基于证据的争论；获取、评估和交流等。

The frame structure the first dimension is science and engineering practice,This dimension for science and engineering practice provides a complete understanding.here"practice"Meaning for:Repeat behavior to make its skilled;Further thorough study to make it a habit;Using the knowledge to make its goals.Students in science class should have the opportunity to study:Puts forward scientific questions and define technical problems;The development and use of model;Plan and implement research;Analysis and interpretation of data,Use mathematics/information/Computer technology and computing thinking;Construct explain(According to the scientific)And design solutions(Based on engineering);Based on evidence in the debate;get/Evaluation and communication, etc.

　　第二个维度是跨学科概念。跨学科概念是指那些能应用于科学和工程所有领域中的概念，具有重要的解释价值。具体涉及：模式，原因和结果（机理和解释），尺度、比例和数量，系统和系统模型，能量和物质（流动、循环和守恒），结构和功能，稳定和变化等。

The second dimension is interdisciplinary concept.Interdisciplinary concept refers to those who can be applied to all areas of science and engineering concept,Has the important value to explain.Specific involves:mode,Causes and results(Mechanism and explain),scale/Proportion and quantity,System and system model,Energy and material(flow/Cycle and conservation),Structure and function,Stability and change, etc.

　　第三个维度是学科核心概念。学科核心概念以越精越少为原则，涉及物质科学、生命科学、地球与空间科学、工程与技术等领域。它的筛选标准为：其一，在多个学科或工程学科中意义显著，或是组织某个学科的关键概念。其二，为理解或研究某些复杂想法和解决问题提供了关键工具。其三，能与学生的兴趣和生活经历相关联，或能与社会及个人关注焦点所需要的科学技术知识相关联。其四，可在多个年级段教学，随着年级段递增，可逐步复杂，逐渐深入。

The third dimension is subject core concepts.Subject core concepts to the fine less for the principle,Involved in material science/Life science/The earth and space science/Engineering and technology, etc.Its screening standard for:one,In more than one subject or engineering significance in significantly,Or a particular subject organization of the key concept.The second,To understand the or research some complex ideas and solve the problem to provide the key tools.thirdly,With students' interest and experience life associated,Or can and social and personal focus needed science and technology related to knowledge.its,Can be in more than one year period of teaching,The first section increasing,But gradually complicated,Gradually goes deep.

　　具体而言，物质科学领域的核心概念包括：物质及其相互作用；运动和稳定；力和相互作用；能量；波及其在信息传递技术中的应用。生命科学领域的核心概念包括：从分子到生物体；结构和过程；生态系统:相互作用，能量和动态；遗传学:性状的遗传和变异；生物进化：统一性和多样性。地球与空间科学领域包括:地球在宇宙中的位置;地球系统;地球和人类活动。工程技术和科学应用领域包括:工程设计，联结工程、技术、科学和社会。

In particular,Material science core concepts including:Material and its interaction;Movement and stable;Force and interaction;energy;Sweep the information technology application.In the field of life science core concept including:From molecules to biology;Structure and process;Ecological system: interaction,Energy and dynamic;Genetics: character of heredity and variation;Biological evolution:Unity and diversity.The earth and space science field include: earth's place in the universe;The earth system;The earth and human activities.Engineering technology and scientific applications include: engineering design,Coupling engineering/technology/Science and social.

　　可以说，几乎现代生活的每个方面都离不开科学、工程和技术，它们是人类应对当前及未来面临的最紧迫挑战的关键。将工程教育融入基础教育阶段的科学教育，也是为了填补美国理工人才的缺口。

Can say,Almost every aspect of modern life is inseparable from the science/Engineering and technology,They are human cope with the current and future challenges facing the most pressing key.The engineering education into the basic education stage of the science education,Is the United States institute of technology in order to fill the gap talents.

对比中看中国科学教育的差距 Contrast presentability China science education gap

　　单纯从教育目标上来说，表面上看中国目前正逐渐与国际接轨。比如美国提出的STEM人才培养计划中，STEM分别代表科学（Science），技术（Technology），工程（Engineering）, 数学（Mathematics）。在国家实力的比较中，美国将获得STEM学位的人数作为一个重要的指标。2006年，美国总统布什在国情咨文中就指出，培养具有STEM素养的人才是提高全球竞争力的关键。而我国的《国家中长期教育改革和发展规划纲要》也指出，高中阶段教育要全面提高普通高中学生综合素质。目前我国一些地区也开始进行STEM课程基地建设。但从总体上看，我国科学教育城乡发展仍非常不均衡，即使同样是在经济文化较为发达的城市学校中，具体实施过程中也存在着很多问题。

Only from the education target for,On the surface China is gradually and international standards.For instance the United States proposed STEM personnel training plan,STEM represent respectively the science(science),technology(technology),engineering(Engineering), mathematics(Mathematics).In the national power in the comparison of,The United States will get the number of STEM degree as an important index.In 2006,,President bush in his state of the union address is pointed out,The cultivation of STEM accomplishment of talents is to enhance the global competitiveness of the key.But in China[National medium and long-term education reform and development plan outline]Also pointed out,High school education to improve ordinary high school students' comprehensive quality.At present our country some areas are also beginning STEM course base construction.However, from the overall perspective,science education in our country urban and rural development is not balanced,Even in the same economic and cultural more developed city schools,In the concrete implementation process, there are also a lot of problems.

　　具体而言，从科学教育的观念及其体制、课堂教学方式到课程设置与教科书使用等方面，中美两国学校都存在明显差异。比如，中国基础教育中的科学教育往往更重视知识的传授，有时终极目的似乎只是通过做题的方式“得高分”。美国学校则更强调实践能力的培养，尽可能多地让学生参与实验和操作，让他们自己得出结论。单就实验目的而言，中美两国也是不同的。中国全班学生用相同的方法和仪器，进行相同的实验，教师期望他们得出或者证明课本上的理论和结果。而在美国，学生动手操作时，如果发现课本以外的理论和结果，会受到教师更大的鼓励。这是一位曾到美国访学的高校教师的观察结果。

In particular,From the scientific education idea and system/The classroom teaching mode to the curriculum and textbooks use, etc,China and the United States schools have obvious difference.For example,China's basic education of science education tend to attach more importance to knowledge,Sometimes the ultimate objective seems to be just by the way do problem"Score high on".American schools is more emphasis on the cultivation of practice ability,As much as possible to let students to participate in the experiment and operation,Let them their own conclusion.Single is experimental purposes,China and the United States is also different.Chinese students of the class with the same method and instrument,In the same experiment,The teacher's expectation they draw or prove textbook theory and results.In the United States,The student to begin operation,If it is found that textbooks outside of the theory and the results,Will be affected by the teacher more encouragement.This is a visit to the United States has to learn of university teachers observation.

　　美国基础教育科学教育是跨学科的综合性教育，而中国基础教育体系中相关科学的教育，是分散在物理、化学、生物等学科中进行的。有学者指出，科学教育的最大特征是“综合”，中国科学教育的最难问题也是缺乏综合性的教材与师资。

American basic education science education is the interdisciplinary comprehensive education,And China's basic education system and related science education,Is dispersed in the physical/chemical/The biological sciences.Some scholars pointed out that,Scientific education is the biggest characteristics"comprehensive",China science education the most difficult problem is the lack of comprehensive teaching material and teacher.

　　目前中国式课堂实验或者“探究”有时也存在一些问题。比如内容比较肤浅，过于强调步骤和形式，流于死板和机械。有时仅仅是让学生动手，却没有激发学生的求知欲或鼓励他们动脑思考更深刻的问题。

At present Chinese classroom experiment or"explore"Sometimes there are also some problems.Such as content is superficial,Put too much emphasis on steps and form,A rigid and machinery.Sometimes just is to let the student beginning,Did not inspire students' thirst for knowledge or encourage them to people think more profound question.

　　南京大学教育学院张宝辉教授和美国纽约州立大学《科学教学研究》副主编柳秀峰教授指出，美国科学教育新框架，应当给我国的基础教育带来很多新的启示。比如美国科学教育新框架是一个纵横交错的体系，它既重视“核心概念”，又提出了“学习进阶”理念，让学生由浅入深地理解相关概念。它倡导的“工程教育”与科学教育并行的思路，同样值得我国教师思考与借鉴。

Nanjing university education college professor and the United States ZhangBaoHui at the state university of New York[Science teaching research]Associate editor LiuXiuFeng professor noted that,The United States scientific education new framework,China's basic education shall be given to bring a lot of new enlightenment.For instance the United States scientific education new frame is a criss-cross system,It not only pay attention to"Core concepts",And puts forward the"Learning advanced"concept,Let students understand periodicals.this related concepts.It advocated by the"Engineering education"And scientific education parallel train of thought,Also worth of teacher's thinking and reference.

那些现实中绕不过去的问题 The reality around not the problems of the past

　　目前我国高考的指挥棒在某种程度上看仍然是无往而不胜。相关基础教育课程改革对科学教育的内容、设置等有着直接的影响。西南大学科学教育研究中心主任廖伯琴指出，目前全国范围内的高考试卷种类繁多，比如，自主命题的省、市有北京、上海、天津、重庆、辽宁、江苏、浙江、安徽、福建、江西、山东、湖北、湖南、广东、四川、陕西等，其试卷各有不同。而全国统一型的试卷又分为课标全国卷与大纲全国卷，采用课标全国卷的省自治区包括河南、宁夏、海南、黑龙江、吉林、陕西、山西等，采用大纲全国卷的省、自治区包括河北、广西、云南、甘肃、青海、内蒙古、西藏、贵州等。其中各省数理化或者理科综合试卷各学科知识比重也不尽相同，这背后是教材与教学内容的差异。比如生物，在不同省份中，必修或者选修的内容规定也不尽相同。受高考制约，同样的内容，在某一省可能受到重视，在另一省可能受忽略。在这种背景下科学教育的内容与综合性肯定会受到影响与限制。

At present our country the university entrance exam baton in a certain extent see is still wins the race.Relative basic education curriculum reform to science education content/Setting has a direct impact.Southwest university science education research center director LiaoBoQin pointed out,At present the national within the scope of the college entrance examination examination paper of various kinds,For example,Independent proposition of the province/City Beijing/Shanghai/tianjin/chongqing/liaoning/jiangsu/zhejiang/anhui/fujian/jiangxi/shandong/hubei/hunan/guangdong/sichuan/Shaanxi, and other,The papers are different.And the national unified type papers and divided into class scale national roll and outline the volume,The class scale national volume of provinces, autonomous regions including henan/ningxia/hainan/heilongjiang/jilin/shaanxi/Shanxi etc,The outline of the province the volume/Autonomous regions including hebei/guangxi/yunnan/gansu/qinghai/Inner Mongolia/Tibet/guizhou.The provincial science or science comprehensive examination paper interdisciplinary knowledge proportion is endless also and same,Behind this is teaching materials and teaching contents of the difference.Such as biological,In different provinces,Required or elective content regulation is endless also and same.Restricted by the university entrance exam,The content of the same,In one province may be attention,In another province may be ignored.In this context the scientific education content and comprehensive must be affected and limitations.

　　同时，如何培训科学教师也是当前十分紧迫的一个问题。我国相当一部分科学教师自身缺乏科学教育的专业背景，换句话说，一部分教师是从文科转向科学课教学的，他们的水平对科学教育有较大的影响，直接影响到我国基础教育科学教育的水平。论及科学教师的专业发展，重庆师范大学的林长春、首新在“小学科学教师专业发展水平影响因素”的实证研究中发现，教龄、学历、职称是影响科学教师专业发展的三大主要个体因素；目前各学校科学教师专业发展参差不齐，学校背景对科学教师专业发展水平发挥着关键作用；学校的教师评价机制，提供的教师发展机会以及培训次数也是造成科学教师专业发展不均衡的重要因素。

At the same time,How to training science teacher is also the current very pressing a question.Rather part of China's science teachers' lack of scientific education professional background,In other words,Part of the teachers from arts steering science class teaching,Their level of scientific education have a major influence,Directly affect China's elementary education science education level.Deals with science teacher's professional development,Chongqing normal university chang/First new in"Elementary school science teachers' professional development level influence factors"Empirical study found,Of school age/degree/The title is influence science teacher professional development of the three major individual factors;At present the school science teacher professional development is uneven,The school background on science teacher professional development level play a key role;The school teacher evaluation mechanism,Provide teachers development opportunities and training frequency is also causes the science teacher professional development not balanced important factors.

　　他们指出，很多地区的学校对小学科学课程重视程度不够，科学教师培训次数少，培训效果不明显，培训内容过于理论化，培训政策不完善。因此，在加大对科学教师的培训的同时，在培训内容、方式、效率、评价等方面应有所创新，培训应本着“培训内容多样化，培训考核常规化”的原则，针对科学教师的实际需要，在专业知识、专业能力、教学理念、教学方法、科学价值观、信息技术教育等多方面进行专业培训。培训内容应该既有更新科学教学理念方面，也应该有科学探究方面的训练，比如，可多采用“课例分析”的方式。培训方式则最好采取“名师现场课堂教学示范”的生动方式，考核方式要多样化，可将教学设计案例、课件制作、课题研究（小论文）、课堂教学展示等结合起来。（记者 杜悦）

They point out that,In many parts of the school the elementary school science course attention degree is not enough,science teacher training times less,Training effect is not obvious,The training content too theorized,Training policy not perfect.therefore,While increasing investment in science teacher training at the same time,In the training content/way/efficiency/Evaluation should have innovation,Training should be in line with"The training content diversity,Training evaluation routinization"principle,According to the actual needs of the science teacher,In the professional knowledge/Professional ability/Teaching idea/Teaching methods/Scientific values/The information technology education in many aspects such as professional training.The training content should be both update science teaching idea aspects,There should also be science inquiry in training,For example,Can be used more"Lesson analysis"way.Training is the best way to take"The teacher classroom teaching demonstration"Vivid way,Evaluation methods should be diversified,But will the teaching design case/courseware/Subject research(The small paper)/Classroom teaching combined display, etc.(Reporter DuYue)