我国综合科学课程进展的羁绊与对策 【内容提要】从 20 世纪 80 年代末东北师范大学附属中学的第一次综合科学课程实践到本世纪新一轮基础教育课程改革中的综合科学课程，我国综合科学课程走过20 多年的历程。笔者通过对东北师大附中、浙江等地的综合科学课程改革进行考察，认为评价体系、老师素养、理论讨论、社会环境等是制约我国综合科学课程进展的主要因素，因此需从创建与综合科学课程匹配的评价制度、增强科学老师素养、增强综合科学课程理论讨论、寻找社会的支持等方面促进当下《科学》课程的实施。【摘 要 题】教育论坛【英文摘要】After the new China established, our integrated science curriculum experiences more than 20 years from the curriculum of Accessorial Middle School of the Northeast Normal University to the curriculum of this curriculum reform. This article finds out the main factors restrict the developing of our integrated science curriculum such as estimate system, the ability of teachers‘, the research of science curriculum theory and the background of society through analyzing the integrated science curriculum reform of Accessorial Middle School of the Northeast Normal University and Zhejiang province. On the basis of the analyzing, the author gives some measure to solve these problems such as establishing felicitous estimate system, improving the ability of teachers‘, enhancing the research of science curriculum theory and finding the sustain from society and so on. 【关 键 词】综合科学课程/羁绊/对策 integrated science curriculum/fetter/countermeasure 【正 文】 综合科学课程实际上是相对于物理、化学、生物、地理等分科科学课程而言的，是在反思分科科学课程存在的问题的基础上提出来的，因此笔者赞成有些学者所说的“凡跨越上述物理、化学、生物及地学中的两科以上，打破物理、化学、生物、地学等科学学科界限，统整地选择和组织科学课程内容的一种综合课程形态。”[1] 20 世纪下半叶，综合科学课程成为国际科学教育关注的一个热点。80 年代后，我国的综合科学课程也有所进...
