【作者】 王红柳；

【导师】 张迎春；

【作者基本信息】 陕西师范大学 ， 课程与教学论， 2004， 硕士

【摘要】 当今世界，科学技术迅猛发展，学科间高度交叉与融合，使得综合科学课程设置引起全球关注，这是基础教育面临的一个新的挑战。中华人民共和国教育部依据《中共中央国务院关于深化教育改革全面推进素质教育的决定》、《国务院关于基础教育改革与发展的决定》和教育部《基础教育课程改革纲要(试行)》的基本精神，吸取国内外近年来在科学教育方面的研究成果，在考虑到我国基础教育的现实条件下，制定了《科学(3-6年级)课程标准(实验稿)》和《科学(7-9年级)课程标准(实验稿)》。同时设立实验区，于2001年9月在小学三年级和中学七年级开始进行实验。在科学课程实施的初期，实验学校将不可避免面临许多困境，而且随着改革的深入，新问题将会不断出现。因此，正视来自这场改革的挑战，对实验区科学课程的实施状况和存在问题进行考察和分析，既总结科学课程实施的初步成效，又分析课程实施中存在的具体问题，并参考国内外已有的经验和有关的课程实施理论，针对问题提出相应的对策。这不仅可以为推广科学课程的实施扫清障碍，也可以为全国其它地区的科学课程的实施提供借鉴，同时将现有科学课程实施的理论体系进行综合化和具体化的基础上，进一步完善了我国科学课程实施的理论体系。 本论文首先运用历史文献研究法，通过界定科学课程概念，分析国际科学课程发展的趋势，在回顾和总结国际国内科学课程发展和研究状况的基础上，得出目前国际国内科学课程的研究都聚焦于科学课程实施的反馈与对策研究方面，而且我国在这一研究领域相对薄弱，从而提出了本论文研究的主要问题，即研究和调查科学课程实施的现状，总结科学课程实施的初步成效，透视其中存在的问题，并针对问题提出相应的对策。 在明确研究范围和研究的参照标准的前提下，通过调查问卷、课堂观察、访谈与座谈和文献分析等方法具体考察和分析了科学课程实施的现状。其中研究所用的资料收集主要包括两个方面，一是通过自填问卷来收集定量资料，二是通过课堂观察、座谈、访谈及文献分析获得定性资料。因此，研究的主要数据来源于2003年4月对西安雁塔区实验区72名教师494名学生，2003年11月对山西省曲沃县实验区60名教师368名学生的问卷调查。在此基础上，我们还在以上两个实验区随机听取48节课，与52名教师，34名校长、教导主任等教育行政领导，72名学生，69名家长进行了座谈和访谈，同时结合其它科学课程实验区的进展报告等文献资料的分析，来把握科学课程实施的现状。 通过以上对科学课程实施现状的研究，获得的研究结果是深入了解了我国科学课程在国家级实验区实施的现状，主要表现有:教育工作者逐步意识到科学课程改革的必要性，对科学课程立体、开放体系有了一定的认识;教师的科学教育观念正在转变;教师的教学方式和学生的学习方式发生了可喜的变化;科学课程受到了学生们的喜爱，促进了他们对科学的兴趣，科学素养得到了提高;评价方式趋向多元化，大力提倡激励性评价;科学课程的实施促进了教师的专业素质的提高;开发和设计了系列科学教材，开始形成较完善的科学教材体系。但在科学课程的推进中也存在着一定的问题，如对科学课程改革的重要性和必要性认识不足;科学教师课程开发意识薄弱，存在着“教材为本”、“知识为本”的思维定势和习惯;科学教师专业知识结构单一;教师的课堂教学方式出现了探究教学应用不当、“小组活动”趋于形式化等偏差;科学教师的培训不完善;教师的工作负荷加重;课程资源开发和利用严重不合理;评价相对滞后。 综合上述研究结果，本研究获得的研究结论是:科学课程实施取得了初步成效，但也存在着函待解决的问题。 针对科学课程实施中存在的问题，参考国内外己有的经验和有关的课程实施理论，研究并完善了如下对策:1、实施科学课程的前提:建立应有的政策支持系统。2、实施科学课程的关键:以理论为先导，促进观念转变。3、实施科学课程的基础:科学教师系统的培养与培训。4、实施科学课程的保障:科学课程资源的合理开发和利用。5、实施科学课程的动力:构建促进学生发展的学习评价体系。 本研究的创新点在于:1、结合质化与量化的研究方法研究和分析了科学课程实施的现状。2、针对实施中存在的问题，将现有科学课程实施的理论体系进行了综合化和具体化，从而进一步完善了科学课程实施的理论体系。更多还原

【Abstract】 Nowadays, with the rapidly development of science and technology, the whole world pays more attention to the setting-up of the integrated science curriculum because of amalgamation of different subjects, which is a new challenge to the curriculum reform of basic education. Under the spirit of "decision about deepening the educational reform and advancing quality-oriented education by the Central Committee of the Communist Party of China," " decision about basic educational reform and development by the State Council’s " and "the outline of basic education reform (trial) by the Ministry," the Ministry of Education of the People’s Republic of China has made " standard of science curriculum(trial)" in terms of the present condition of the basic education in our country after summarizing the experience of our country in scientific education and absorbing achievements of science education in recent years both at home and abroad. We also set up the experimental region, and begin to carry on the experiments in grade seven in middle school and three in primary school. At the beginning of science curriculum implementation, the experimental school will inevitably have many difficulties, and, with the deepening of reform, there will be more new problems. So we should take the right attitude to the reform of curriculum. This paper, through observing and analyzing of science curriculum implementation in different experimental districts, summarize the initial effects and analyzes the concrete problems in the course of implementation, then raises countermeasure to promote the curriculum implementation by consulting theory and experience of curriculum implementation domestic and abroad. This paper can not only advance the implementation of science curriculum but also offer references for the other experimental districts implementing science curriculum, and finally can try to structure the better theoretical system about science curriculum implementation.The first task I did is to define the integrated science curriculum and conclude the trend of international science curriculum by analyzing the historical materials of science curriculum. On the basis of analyzing the development of science curriculum, this paperconcludes that most countries focus on research in feedback and countermeasure of science implementation, but our country falls behind the others. So it puts forward the research subject, concluding initial effects of science curriculum implementation, finding the problems in them and taking relative countermeasures to the problems by observing the situation of the science implementation.After knowing the research scope and reference standard, the paper makes an observation as well as a research on the situation of science curriculum implementation. Questionnaires, classroom-watched, conversaziones, structural interview and documents-analysis are used to make an investigation into science curriculum implementation in the experimental regions of Yanta in Xi’an and Quwo county in Shanxi. In this process, we had collected questionnaires from 862 students and 132 teachers selected with random in the two experimental districts mentioned. We also listened 48 classes and conversed with 52 teachers, 34 headmasters, 72 students, 69 parents, combining the proceeding reports about it from other experimental regions for references. Therefore, the data collected for research are from two channels: quantitative ones and qualitative ones.By making a research on current situation of scientific implementation, we can conclude that not only effects but also common problems are found in the science curriculum implementation. The effects have showed as follows: I .The educator realizes the necessity of the science curriculum reform and the three-dimensional open system of science curriculum progressively; II . The teachers’ science education conception is changing; III.The teachers and students have changed their teaching methods and learning methods; IV. The students are interested in the science course, their science literacy has b更多还原