理科”探究教学”实践问题的理论思考

Theoretical Thinking on Practical Problems of Inquiry Teaching of Science

不同国家，社会背景不同，课堂探究的实践问题也各不相同。在课程、课堂材料、课堂教学和评价这些具体实践环节，是否执行了探究，如何执行，执行到何种程度，以及影响其执行的因素有哪些？就这些问题对英国、美国、澳大利亚、以色列、中国等国家的”探究教学”课程实践分别作一考察，发现这些国家在国家课程文件层面表述不一，但在实践层面，基本上都只能强调探究技能的掌握，并且误以为”动手做”就是探究实践。因此，对探究教学以及对如何执行探究教学的理解普遍存在问题。这些方面对于引领我国理科课程探究教学实践，对于实践问题的理论思考，对于课程文件的修订都具有重要启示作用。

The practices of class inquiry are quite different in different countries and social backgrounds. In the specific practical sections of curriculum， class materials， class instruction and assessment， whether， how and to what extent is the inquiry teaching carried out？What are the actors that impact its implementation？ Based on these questions， the article reviews the curriculum practices of inquiry teaching in many countries such as England， USA， Australia， Israel and China， and finds that descriptions about inquiry teaching vary in the national curriculum documents in different countries， but at the practical level， it usually only puts an emphasis on the mastering of the inquiring skills and mistakes “doing with hands” as inquiring practice. So there is universal misunderstanding about what inquiry teaching is and how to carry out it. To answer these questions properly will have significant implications to the inquiry teaching practice of science curriculum in China and the theoretical thinking on the practical problems as well as the reaction of the curriculum documents.