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近年来,把提高学生的探究能力作为科学教育的主要目标已得到国内外教育工作者的高度认同。学生学习水平的调查(PISA)结果显示日本学生科学素养以及问题解决能力多次位于被调查的国家的首位,理科教育调查(TIMSS)报告显示日本学生的理科成绩稳居于前十名。日本理科教育已有一百多年的历史,期间课程标准经历了多次的修订,其中关于探究能力的要求由模糊到具体。本文通过研究日本二战前后理科教育的多次改革中相关“科学探究”的发展,以及21世纪以后日本理科课程标准对学生科学探究能力的要求和培养,从而获取有利于我国的经验。
In recent years, it has been highly recognized by both domestic and foreign educators that the improvement of students’ inquiry ability as the main goal of science education. The results of the Student Learning Level Survey (PISA) show that Japanese students’ scientific literacy and problem-solving skills have been ranked first in the surveyed countries, and the TIMSS report shows that Japanese students’ academic performance is consistently ranked in the top ten. The science education in Japan has a history of more than one hundred years. During the course, the curriculum standards have undergone many revisions. The requirements for inquiry ability have been vague and specific. This article studies the development of related “Scientific Inquiry” in many reforms of science education before and after World War II in Japan, and the requirements and training of students’ scientific inquiry ability after the 21st century Japanese science curriculum standards, so as to obtain favorable experience for our country.