小學(xué)科學(xué)教育是學(xué)?？茖W(xué)教育的重要組成部分，新中國(guó)成立以來(lái)先后出臺(tái)了4個(gè)大綱、2個(gè)課程標(biāo)準(zhǔn)，不斷借鑒發(fā)達(dá)國(guó)家科學(xué)教育改革與研究的新成果、新理念、新趨勢(shì)，如今從容步入新時(shí)代。

新時(shí)代下，世界科技迅速發(fā)展對(duì)國(guó)家科技人才的創(chuàng)新要求更具挑戰(zhàn)性，是培養(yǎng)科技人才的重要基礎(chǔ)，這就要求學(xué)校高度重視小學(xué)科學(xué)教學(xué)，進(jìn)一步加強(qiáng)科學(xué)教學(xué)改革與實(shí)踐探索，加強(qiáng)實(shí)驗(yàn)室建設(shè)，加強(qiáng)校內(nèi)外科學(xué)教育融合，加強(qiáng)小學(xué)科學(xué)教師培養(yǎng)，促進(jìn)教師的專業(yè)發(fā)展，全面推進(jìn)我國(guó)小學(xué)科學(xué)教育的新發(fā)展，為建設(shè)創(chuàng)新型國(guó)家，提高青少年科學(xué)素養(yǎng)，提高國(guó)家綜合競(jìng)爭(zhēng)力，作出新的努力和新的貢獻(xiàn)。

首先，加強(qiáng)對(duì)新時(shí)代小學(xué)科學(xué)教育目標(biāo)和價(jià)值的認(rèn)識(shí)。2017年的《義務(wù)教育小學(xué)科學(xué)課程標(biāo)準(zhǔn)》明確提出，小學(xué)科學(xué)課程的總目標(biāo)是培養(yǎng)學(xué)生的科學(xué)素養(yǎng)，包括科學(xué)知識(shí)、科學(xué)探究、科學(xué)態(tài)度，以及科學(xué)、技術(shù)、社會(huì)與環(huán)境的關(guān)系等。小學(xué)科學(xué)教育在培養(yǎng)學(xué)生對(duì)自然的好奇心、求知欲，形成對(duì)科學(xué)的探究興趣，獲得科學(xué)知識(shí)，學(xué)習(xí)科學(xué)方法，領(lǐng)悟科學(xué)思想，培養(yǎng)科學(xué)精神、創(chuàng)新精神與實(shí)踐能力等方面具有重要價(jià)值。各級(jí)教育部門要切實(shí)把科學(xué)課與語(yǔ)文課、數(shù)學(xué)課放在同等重要的地位加以重視與實(shí)施。

其次，加強(qiáng)新時(shí)代的小學(xué)科學(xué)教學(xué)改革實(shí)踐及研究。小學(xué)科學(xué)教學(xué)要圍繞科學(xué)核心概念，利用學(xué)習(xí)進(jìn)階的思想，開展探究式教學(xué)，培養(yǎng)學(xué)生的科學(xué)思維，發(fā)展學(xué)生的科學(xué)探究能力;要積極探索跨學(xué)科的STEM學(xué)習(xí)，重視技術(shù)與工程教育，從科學(xué)教育轉(zhuǎn)換到科技教育，培養(yǎng)學(xué)生的STEM素養(yǎng);要積極探索多樣化的科學(xué)教學(xué)評(píng)價(jià)方式，加強(qiáng)形成性評(píng)價(jià)，重視表現(xiàn)性評(píng)價(jià)，全面評(píng)價(jià)學(xué)生的科學(xué)素養(yǎng);要積極探索基于信息技術(shù)的科學(xué)教學(xué)，創(chuàng)設(shè)豐富的教學(xué)情境，實(shí)現(xiàn)科學(xué)學(xué)習(xí)情境的互動(dòng)性和探究性，充分發(fā)揮信息技術(shù)對(duì)科學(xué)教學(xué)的支持作用。

第三，加強(qiáng)新時(shí)代小學(xué)科學(xué)實(shí)驗(yàn)室的建設(shè)。實(shí)驗(yàn)是自然科學(xué)的基礎(chǔ)，沒(méi)有實(shí)驗(yàn)就沒(méi)有現(xiàn)代自然科學(xué)的產(chǎn)生與發(fā)展。小學(xué)科學(xué)教學(xué)要以實(shí)驗(yàn)為基礎(chǔ)，開展探究式學(xué)習(xí)，這是科學(xué)教學(xué)的顯著特征。實(shí)驗(yàn)室是小學(xué)科學(xué)教學(xué)的重要資源，是科學(xué)教學(xué)的最重要場(chǎng)所之一，教育部門和學(xué)校要加大經(jīng)費(fèi)投入，建設(shè)數(shù)量充足的現(xiàn)代化實(shí)驗(yàn)室，包括探究實(shí)驗(yàn)室、STEM實(shí)驗(yàn)室、創(chuàng)客實(shí)驗(yàn)室等，以滿足科學(xué)教學(xué)及科技活動(dòng)的需要。

第四，加強(qiáng)新時(shí)代小學(xué)科學(xué)教育校內(nèi)外的融合。學(xué)校是實(shí)施科學(xué)教育的主戰(zhàn)場(chǎng)，是學(xué)生學(xué)習(xí)科學(xué)知識(shí)、體驗(yàn)科學(xué)過(guò)程、領(lǐng)悟科學(xué)思想的基本保障。但是學(xué)校的科學(xué)教育資源是有限的，豐富的校外資源如科技館、博物館、青少年科普實(shí)踐基地、社區(qū)、農(nóng)場(chǎng)等都是科學(xué)學(xué)習(xí)的重要場(chǎng)所，小學(xué)科學(xué)教師要根據(jù)教學(xué)內(nèi)容，充分利用校外資源，開展科學(xué)學(xué)習(xí)與科技創(chuàng)新活動(dòng)，拓展學(xué)生的知識(shí)視野，提高學(xué)生的創(chuàng)新精神與科學(xué)實(shí)踐能力。

第五，加強(qiáng)新時(shí)代小學(xué)科學(xué)教師隊(duì)伍的建設(shè)。小學(xué)科學(xué)教師是推動(dòng)小學(xué)科學(xué)課程改革的關(guān)鍵因素之一，小學(xué)科學(xué)課程改革能否成功，很大程度取決于是否有一支高素質(zhì)的科學(xué)教師隊(duì)伍。當(dāng)前，我國(guó)小學(xué)科學(xué)教師隊(duì)伍的專業(yè)化水平不高，兼職科學(xué)教師多、非科學(xué)教育專業(yè)或理科專業(yè)背景的科學(xué)教師較多的問(wèn)題依然十分嚴(yán)重。因此，培養(yǎng)大批高素質(zhì)的專業(yè)化科學(xué)教育教師隊(duì)伍，以及開展多層次、多類型的小學(xué)科學(xué)教師培訓(xùn)，應(yīng)該成為高等師范院校的使命與責(zé)任。與此同時(shí)，各級(jí)教育主管部門要為小學(xué)科學(xué)教師定編定崗，配置數(shù)量足夠的專業(yè)化科學(xué)教師，確保小學(xué)科學(xué)教學(xué)質(zhì)量的全面提高。

林長(zhǎng)春

重慶師范大學(xué)科技教育與傳播研究中心主任、教授

中國(guó)教育學(xué)會(huì)科學(xué)教育分會(huì)副理事長(zhǎng)

中國(guó)青少年科技輔導(dǎo)員協(xié)會(huì)科學(xué)教師教育專委會(huì)主任委員

The Focus of Primary School Science

Education in the New Era

LIN Changchun

中圖分類號(hào)：G424??????????????? 文獻(xiàn)標(biāo)識(shí)碼：A???????????????? DOI：10.16400/j.cnki.kjdkx.2021.02.001

LIN Changchun

Director and Professor of Science and Technology Education and Communication Research Center of Chongqing Normal University

Vice President of Science Education Branch of Chinese Society of Education

Chairman of Science Teacher Education Committee of China Youth Science and Technology Counselors Association

Primary school science education is an important part of school science education. Since the founding of the people's Republic of China， four outlines and two curriculum standards have been issued， constantly learning from the new achievements， new ideas and new trends of science education reform and research in developed countries.

In the new era， with the rapid development of science and technology in the world， the innovation requirements of national science and technology talents are more challenging， which is an important basis for training science and technology talents. This requires schools to attach great importance to primary school science teaching， further strengthen the reform and practice of science teaching， strengthen laboratory construction， strengthen the integration of internal and external science education， strengthen the training of primary school science teachers， and promote the professional development of teachers In order to build an innovative country， improve the scientific literacy of young people and enhance the comprehensive competitiveness of the country， we should make new efforts and new contributions.

First of all， we should strengthen the understanding of the goals and values of science education in primary schools in the new era. The "compulsory education primary school science curriculum standard" in 2017 clearly states that the overall goal of primary school science curriculum is to cultivate students' scientific literacy， including scientific knowledge， scientific inquiry， scientific attitude， and the relationship between science， technology， society and environment. Primary school science education is of great value in cultivating students' curiosity and thirst for knowledge about nature， forming their interest in science exploration， acquiring scientific knowledge， learning scientific methods， comprehending scientific ideas， cultivating scientific spirit， innovative spirit and practical ability. Education departments at all levels should attach equal importance to science， Chinese and mathematics.

Secondly， we should strengthen the practice and research of the reform of science teaching in primary schools in the new era. The scientific teaching in primary school should focus on the core concept of science， develop inquiry teaching by using the advanced learning ideas， train students' scientific thinking and develop their scientific inquiry ability; actively explore the step learning of interdisciplinary， attach importance to technology and engineering education， transform from scientific education to scientific and technological education， and cultivate students' stem literacy; actively explore diversified scientific teaching evaluation method， strengthen formative evaluation， pay attention to performance evaluation， comprehensively evaluate students' scientific literacy; we should actively explore the scientific teaching based on information technology， create rich teaching situations， realize the interaction and inquiry of scientific learning situations， and give full play to the support role of information technology for scientific teaching.

Third， strengthen the construction of primary school science laboratory in the new era. Experiment is the basis of natural science. Without experiment， there would be no emergence and development of modern natural science. Primary school science teaching should be based on experiments and carry out inquiry learning， which is a significant feature of science teaching. Laboratory is an important resource of science teaching in primary schools， and it is one of the most important places of science teaching. Education departments and schools should increase funding to build a sufficient number of modern laboratories， including inquiry laboratory， stem laboratory， maker laboratory， etc.， in order to meet the needs of science teaching and scientific and technological activities.

Fourth， strengthen the integration of primary school science education in the new era. School is the main battlefield of implementing science education， and it is the basic guarantee for students to learn scientific knowledge， experience scientific process and comprehend scientific thought. However， the resources of science education in schools are limited. Rich resources outside schools， such as science and technology museum， museum， youth science popularization practice base， community， farm and so on， are important places for science learning. Primary school science teachers should make full use of the resources outside schools according to the teaching content， carry out scientific learning and scientific and technological innovation activities， expand students' knowledge horizons， and improve students' innovative spirit and scientific practice ability.

Fifth， strengthen the construction of primary school science teachers in the new era. Primary school science teachers are one of the key factors to promote primary school science curriculum reform. The success of primary school science curriculum reform largely depends on whether there is a high-quality science teacher team. At present， the specialization level of primary school science teachers in China is not high， and the problems of more part-time science teachers and more science teachers with non science education or science background are still very serious. Therefore， to cultivate a large number of high-quality professional science education teachers， as well as to carry out multi-level and multi-type primary school science teacher training， should become the mission and responsibility of normal universities. At the same time， the education authorities at all levels should fix the number of primary school science teachers， allocate enough professional science teachers， and ensure the overall improvement of the quality of primary school science teaching.