学生的科学探究能力：国外的讨论及启示 摘要：当前的科学课程改革对学生的科学探究能力提出了要求，这是我国的科学教育讨论者和广阔老师面临的一个新课题。西方发达国家在 20 世纪下半叶的科学课程改革中就开始进行有关的讨论和实践，有三种主要的教学和讨论模型及实践结果可供我们借鉴。这些讨论结果表明，科学探究能力是一种具有复杂结构的高层次能力，对科学探究能力的培育不能简单化和程式化。我们应当在借鉴有关讨论成果的基础上，把握科学探究的本质特征，采纳复杂性科学的讨论方法，建立适当的教学和讨论模型，从理论和实践两方面开展深化讨论。关键词：科学探究能力；科学课程改革；教学和讨论模型Abstract:Students‘ scientific inquiry ability is addressed by the ongoing science curriculum reform, which is a new topic faced by the researchers and teachers in the field of science education .But it has been addressed in the developed countries in the late 20th century. There are three main types of teaching and research models and practice results which we can learn from. These research results give us the implication that scientific inquiry ability is a higher level ability with very complicated structure, which could not be simplified and formularized. Therefore, by learning from some related research results, we should grasp the essential characteristics of scientific inquiry and build an appropriate teaching and research model so as to do more research work on theory and practice by using complicated and scientific research method .Key words:scientific inquiry capacity; science curriculum reform; teaching and research model 一、关于科学探究目标的主要观点和讨论范式在国际科学教育领域，人们对于科学课程应当进展学生对科学探究的理解、培育学生的科学探究能力已经达成了共识，许多国家的科学课程标准已明确提出了关于科学探究的目标。但对于科学探究在科学课程中所处的地位和实现目标的途径则存在不同认识，概括起来主要有以下两种观点。一种观点认为，学生可以通过观察演示实验和亲身经历...
