喻伯軍

當今媒體發(fā)達，信息傳播迅速，有關(guān)教育的各種新理論、新觀點不斷涌現(xiàn)，許多思想觀點對小學科學教學有不少啟發(fā)。科學教師要抱著積極的態(tài)度去學習、理解，也要學會辨別、選擇相對權(quán)威的信息。課程標準是我們首選的理論學習材料。

在小學科學課程標準中，專家、學者總結(jié)了我國十多年來小學科學教育的經(jīng)驗，吸收了國際科學教育的新成果。這些成果包括核心素養(yǎng)、大概念、學習進階、高階思維、跨學科的項目學習如STEM、科學與工程實踐等。一些新理論的引進和提出，對我國科學教育產(chǎn)生了積極的影響。科學教師應(yīng)該及時了解這方面的信息，加強對前沿信息的學習，提升自己的理論水平，為提高教學水平打下基礎(chǔ)。

學習理論，首先要學懂弄通。教師要知道其來龍去脈，探究其內(nèi)涵本質(zhì)，了解與其他理論的異同和聯(lián)系。通過深入學習和思考，逐漸內(nèi)化成自己知識結(jié)構(gòu)中的一部分，這樣才會真正地理解和掌握。

小學科學課程標準整體上體現(xiàn)了核心素養(yǎng)的要求，新增的技術(shù)與工程領(lǐng)域與學生發(fā)展核心素養(yǎng)的關(guān)系是怎樣的？科學教師可以先理解核心素養(yǎng)的基本內(nèi)涵，了解其背景和意義。核心素養(yǎng)的提出，是國家和社會發(fā)展的需要，符合國際教育發(fā)展趨勢，也為進一步深化教育改革提供了路徑。學生發(fā)展核心素養(yǎng)的六大核心素養(yǎng)中，跟科學學科密切相關(guān)的是科學精神和實踐創(chuàng)新兩個方面。如實踐創(chuàng)新中有技術(shù)運用的要求：重點是理解技術(shù)與人類文明的有機聯(lián)系，具有學習掌握技術(shù)的興趣和意愿；具有工程思維，能將創(chuàng)意和方案轉(zhuǎn)化為有形物品或?qū)σ延形锲愤M行改進與優(yōu)化等。這個具體要求，非常好地指導、補充了小學科學課課程標準中技術(shù)與工程領(lǐng)域的教學，特別是工程思維的提出，更彌補了實施課程標準的具體操作路徑。

如課程標準在教學建議中提出了STEM教學的要求。關(guān)于STEM教育，我們可以了解它的歷史和演進，對當前我國實施科學教學的意義。STEM是科學、技術(shù)、工程、數(shù)學四門學科英文首字母的縮寫，其中科學在于認識世界、解釋自然界的客觀規(guī)律；技術(shù)和工程則是在尊重自然規(guī)律的基礎(chǔ)上改造世界實現(xiàn)對自然界的控制和利用、解決社會發(fā)展過程中遇到的難題；數(shù)學則作為技術(shù)與工程學科的基礎(chǔ)工具。STEM是以科學為載體，工程為路徑，融合技術(shù)、數(shù)學等學科的元素，進行的跨學科綜合性的項目學習，是培養(yǎng)學生綜合素養(yǎng)的教育。生活中發(fā)生的大多數(shù)問題需要應(yīng)用多種學科的知識來共同解決，STEM教育特別提倡個性化和創(chuàng)造力的發(fā)展，同時也特別提倡學科之間的整合和融合。這樣的教學理念、內(nèi)容設(shè)計和教學策略，對當前我國的教育是一種極好的補充，在一定程度彌補了我國教育中缺少實踐機會、缺少創(chuàng)新能力的遺憾。因此，受到各級、各類學校的歡迎，更受到學生的歡迎。它極大地改進了教學方法，豐富了學生的學習方法和學習經(jīng)歷，與現(xiàn)代社會的教學需求相適應(yīng)。

學習理論，要跟自己的實踐結(jié)合起來。用理論來指導自己的課堂教學，改變、完善自己的教學方法和手段，用自己的教學實踐把理論呈現(xiàn)出來，創(chuàng)造出新的案例和成果，如在制作活動中體現(xiàn)工程思維的特點，用項目學習的方法豐富科學課堂教學等。把理論應(yīng)用于實踐，用教學實踐來檢驗新的理論，就會更好地理解新理論、完善自己的理論，從而更好地實施教學。至于如何圍繞核心概念進行教學，如何體現(xiàn)學習進階的要求，如何實施跨學科的項目式學習等，都可以從理論到實踐進行學習。

新的理論，一般是為了適應(yīng)新的經(jīng)濟社會和教育形勢所提出來，也是為了讓教育更好地適應(yīng)社會發(fā)展的要求，適應(yīng)學科教學發(fā)展的要求。隨著知識爆炸式地增長，社會對創(chuàng)新型人才的需求是一個必然的趨勢，要適應(yīng)這樣的歷史發(fā)展，科學教師一定要及時把握時代的要求，關(guān)心新理論、新觀點和新方法，及時探索實踐，這樣才能跟上時代的步伐，為教育事業(yè)添磚加瓦。

Actively Study and Practice New Theories

YU Bojun

中圖分類號：G424文獻標識碼：ADOI：10.16400/j.cnki.kjdk.2021.05.002

YU Bojun

Deputy Director of Zhejiang Provincial Teaching and Research Office

Primary School Science Teacher

Core member of Science Curriculum Standard Revision Group of Ministry of Education

Nowadays， with the development of media and the rapid spread of information， all kinds of new the？ ories and ideas about education are constantly emerg？ ing. Many ideas have a lot of inspiration for primary school science teaching. Science teachers should have a positive attitude to learn and understand， and also learn to identify and choose relatively authoritative in？ formation. Curriculum standard is our first choice of theoretical learning materials.

In the primary school science curriculum stan？ dards， experts and scholars have summarized the ex？ perience of primary school science education in Chi？ na for more than ten years， and absorbed the new achievementsofinternationalscienceeducation. Theseachievementsincludecoreliteracy， bigcon？ cepts， advanced learning， high-level thinking， interdis？ ciplinary project-based learning， such as stem， sci？ ence and engineering practice， etc. The introduction and presentation of some new theories have a posi？ tive impact on science education in China. Science teachersshouldtimelyunderstandthisinformation， strengthen the study of frontier information， improve their theoretical level， and lay the foundation for im？ proving the teaching level.

To learn a theory， we must first understand it. Teachers should know its origin and development， ex？ plore its connotation and essence， and understand its similaritiesanddifferenceswithothertheories. Through in-depth study and thinking， gradually inter？ nalize into a part of your own knowledge structure， so that you can truly understand and master.

The primary school science curriculum standards as a whole reflect the requirements of core literacy. What is the relationship between the newly added technology and engineering fields and the develop？ ment of core literacy of students？ Science teachers can first understand the basic connotation of core lit？ eracy， understand its background and meaning. The proposal of core literacy is a requirement of national and social development， conforms to the development trend of international education， and also provides a path for further deepening education reform. Among the six core literacy in which students develop core literacy， closely relatedto scientific disciplines are scientific spirit and practical innovation. For example， there are requirements for the application of technolo？ gy in practical innovation： the focus is to understand the organic connection between technology and human civilization， and have the interest and willing？ ness to learn and master technology； have engineer？ ing thinking， can transform ideas and solutions into tangible objects or improve existing objects And opti？ mization，etc.Thisspecificrequirementverywell guides and complements the teaching in the fields of technology and engineering in the curriculumstan？ dards of elementary school science courses， especially the proposal of engineering thinking， and makes up for the specific operation path of the implementation of the curriculum standards.

For example， the curriculum standards put for？ ward the requirements of STEM teaching in the teach？ ing suggestions. Regarding STEM education， we can understand its history and evolution， and its signifi？ cance for the current implementation of science teach？ ing in our country. STEM is an acronym for the Eng？ lish acronyms of the four disciplines of science， tech？ nology， engineering， and mathematics. Among them， science is about understanding the world and explain？ ing the objective laws of nature； technology and engi？ neering are about transforming the world on the basis of respecting the laws of nature to achieve control and control over nature. Use and solve the problems encounteredintheprocessofsocialdevelopment； mathematics is used as a basic tool for technology and engineering disciplines. STEM takes science as the carrier， engineering as the path， and integrates theelementsoftechnology，mathematicsandother disciplinestoconductcross-disciplinarycomprehen？ sive project learning， which is an education to culti？ vatestudents’comprehensiveliteracy.Mostofthe problems in life need to be solved by applying knowl？ edge from multiple disciplines. STEM education espe？ cially advocates the development of individualization and creativity， as well as the integration and integra？ tion of disciplines. Such teaching concepts， content design and teaching strategies are an excellent supple？ ment to the current education in our country， and to a certain extent make up for the lack of practical op？ portunities and lack of innovation ability in our coun？ try’s education. Therefore， it is welcomed by schools of all levels and types， and even more by students. It greatly improves teaching methods， enriches stu？ dents’ learning methods and learning experience， and adapts to the teaching needs of modern society.

Learningtheorymust becombinedwithone’s ownpractice.Usetheorytoguideyourclassroom teaching，changeandimproveyourownteaching methods and means， use your own teaching practice topresenttheories，createnewcasesandresults， such as reflecting the characteristics of engineering thinking in production activities， using project learn？ ing method to enrich science classroom teaching and so on. Applying theory to practice and using teach？ ing practice to test new theories will better under？ stand the new theory， improve one’s own theories， and better implement teaching. As for how to teach around core concepts， how to reflect the requirements of advanced learning， and how to implement interdis？ ciplinary project-based learning， you can learn from theory to practice.

New theories are generally put forward in order to adapt to the new economic society and educational situation， but also to make education better meet the requirements of social development and the require？ ments of the development of subject teaching. With the explosive growth of knowledge， society’s demand for innovative talents is an inevitable trend. To adapt to this historical development， science teachers must grasp the requirements of the times， care about new theories， new views and new methods， and explore and practice in time， so as to keep up with the pace of the times and contribute to the education cause.