摘 要:在继承和吸收国际物理课程改革经验和教训的基础上,我国教育界在物理课程中第一次尝试性地提出“科学探究”,相应地在教科书中设计多种形式的探究活动,以便学生通过自己真实的探究活动独立获得结论,也是我国教科书编写的可贵探索。积极学习、研究课程标准与实验教材,关注中学物理课程改革的试验工作已成为一线物理教师与物理教育研究工作者的首要任务。本文将对已经出版的“人教版”和“粤教版”两个版本“课标”物理教科书必修本中的科学探究的数量、内容、方式等进行比较分析,探究其间异同,寻找教材完善策略,探索教学提高的路径,旨在为教师和学生开展有效的探究活动提供借鉴,也可为教科书中的科学探究的编写与修改提供启示。
这篇论文共包括五个部分:
首先,本论文的引论和理论基础,对研究的由来、研究的方向及研究价值进行了扼要介绍,并从建构主义理论、人本主义理论及课程评价理论等方面给出了本研究的理论基础。
其次,第三部分着重对科学探究的本质、科学探究的构成要素、科学探究各要素之间的关系、科学探究活动的类型、教科书中科学探究活动的判断标准五个方面进行了文献梳理、概括、分析和研究。
再次,第四部分——两版本物理教科书中的科学探究活动的比较部分,包括宏观和微观两个视角。宏观方面,就科学探究活动的地位、数量、内容和类型进行比较并加以分析;微观方面,力求从活动内容、活动方式和呈现方式上找出两版本物理教科书中的探究活动的设计在这三方面的共同点与差异。另外,在本部分还做了一个专题比较分析,希望能够更深入地加以比较和说明。
最后,论文根据对两版本物理教科书中的科学探究活动的比较研究,得出四条结论,并就此给出建议,如对教材建设和使用的建议、对教师专业能力发展的建议、对教材“二次开发”的建议、对教学质量提高的促进作用。
关键词:“人教版”教材;“粤教版”教材;科学探究;比较研究
Abstract:On the basis of arranging and summarizing the international physical curriculum reformation’ primary tendency, our country commenced scientific inquisition in the physical curriculum for the first time. It is the first try for our textbooks’ redaction to design many forms of inquisition activities in textbooks and make students to gain the conclusions by doing the true inquisition activities by themselves. Studying actively、researching curriculum standard and experimental textbooks, concerning the experimental work of physical curriculum reformation in the high school have become the prime task of the teachers and the physical education researchers. In this essay, the two editions of “curriculum standard” physical experimental textbooks that have been issued will be compared and researched in the amount of the scientific inquisition activities、the contents of the scientific inquisition activities、the means of the scientific inquisition activities, then the conclusions will be gained. It aims to provide some informational resources with teachers and students to wage effective inquisition activities and bring some enlightenment and examples to the coming redaction and correction of the science inquisition activities in the textbooks, and it can also offer some theoretical reference. The work will be valuable in academy to the future redaction and research of the textbooks.
Five parts are included in this essay, and the following are the brief introduction of each content and achievement:
At the beginning, I proposed the questions and give brief answers to the origin of the paper and the direction and value of the research work, and emphasizes on the arranging、summarizing、analyzing and researching into the literatures about the essence of the scientific inquisition、the elements of the scientific inquisition、the relations of the elements of the scientific inquisition、the types of the scientific inquisition activity and the decision standards of the scientific inquisition activity in the textbooks.
After that, the scientific inquisitions activities in the two editions of “curriculum standard” physical experimental textbooks are compared in the two part. One is in microscopic part and the other in macroscopic part. The position, amount, contents and types of the scientific inquisition activities are analyzed and compared macroscopically, and then the common grounds and the distinctions of the design for the scientific inquisition activities in physics books must be found from the three aspects: the contents of the scientific inquisition activities, the methods of the scientific inquisition activities and the forms of presenting. In addition, the comparison and analysis on a special topic has been made in this part, hoping to make a further comparison and explanation of this.
Finally, according to the contents of the comparison and the research about the scientific inquisition activities in two editions of “curriculum standard” physical experimental textbooks, the four conclusions are acquired.
Key words: the Textbooks of the People’s Education Press; the Textbooks of the Guangdong Education Press; Scientific Inquisition; Comparison and Research
一、引 论
(一)问题提出
科学的本质是探索未知,科学发现表现为探究过程,物理教学作为科学发现在教学上的一种特殊方式,正越来越多地被倡导运用探究式教学。①普通高中《物理课程标准》的课程基本理念中就明确提出:“应促进学生自主学习,让学生积极参与、乐于探究、勇于实验、勤于思考”,“帮助学生学习物理知识与技能”。这里的“促进自主学习”,表明了学生是学习的主体,教材、教师等只能对“主体”起到“促进”的作用,只有主体能“积极”、“乐于”、“勇于”和“勤于”进行有意义的活动,才能获得“知识与技能”。
普通高中《物理课程标准》提出了高中物理教学的三维目标是“知识与技能”、“过程与方法”、“情感态度与价值观”。②依据普通高中《物理课程标准》的课程基本理念,接下来就是编写物理教材。物理教材的编写,必然要反映、体现和落实物理课程的基本理念,必然要全面、系统地回应物理课程内容。物理教材是物理课程理念和物理课程内容按照一定的逻辑体系和一定的呈现形式加以展开和具体化、系统化的材料。教材是课程的重要依托,是教学环节中不可或缺的要素之一,它对于学校教育教学的质量与效率有着直接的、重大的影响。教材作为一种教育工具或教学资源,是教学活动的依据。随着教育改革和课程改革的深入,教材自身也要不断的发展才能生存下去。因此,对教材的研究应该成为理论工作者必须关注的问题。围绕着教科书,存在着许多研究方面,科学探究在教科书中的体现问题就是其中一个方面。事实上,科学探究这一理念的提出,不仅影响到教学方式或学习方式,而且也直接影响到教师和学生活动的依据——教科书。教科书不论从编排的指导思想,还是从内容的组织、呈现方式等方面都会发生一定程度的改变。新教材改变了传统教材过于注重知识传授的倾向,努力将获取知识的过程及方法都展示出来。③教科书中如何体现科学探究这一理念,是各地区共同面临的问题,不同版本教科书在探讨、处理这个问题时都有着成功的经验与失败的教训,这些在教科书中都有一定的体现。