课程开发视角下“科学探究”的异化与回归

The Alienation and Return of “Scientific Inquiry” from the Perspective of Curriculum Development

摘要: “科学探究”作为我国物理课程改革的重要理念，自引入以来被赋予转变教学方式、提升学生科学素养的重任。然而，在实际教学实践中，该理念却呈现出程序化、标签化与唯器材论等异化现象，背离了其初衷。本文基于课程与教学论视角，运用课程开发理论中的“目标模式”与“过程模式”分析框架，结合对一线物理教师的问卷调查与课堂观察，系统呈现“科学探究”理念在我国物理课程中的异化表现及其深层原因。研究发现，目标模式的路径依赖于教师对过程模式的支持缺失，加之评价体系的制约与资源配置的不均衡，是导致科学探究理念异化的关键因素。文章最后提出，应重构教学文化，提升教师专业素养，设计并推广可操作的多元评价工具与教学设计范例，倡导低成本、理论性探究，推动科学教育回归思维本质，以实现科学探究的真正育人价值。

Abstract: “Scientific inquiry” as an important concept in the reform of China’s physics curriculum, since its introduction, has been entrusted with the responsibility of transforming teaching methods and enhancing students’ scientific literacy. However, in actual teaching practice, this concept has shown some distorted phenomena such as proceduralization, labeling, and the sole focus on equipment, deviating from its original intention. Based on the perspective of curriculum and teaching theory, this paper uses the “goal model” and “process model” analysis framework in curriculum development theory, combined with questionnaires to front-line physics teachers and classroom observations, to systematically present the distorted manifestations of the “scientific inquiry” concept in China’s physics curriculum and their underlying causes. The research finds that the path dependence of the goal model and the lack of support from teachers for the process model, along with the constraints of the evaluation system and the imbalance of resource allocation, are the key factors leading to the distortion of the scientific inquiry concept. The article concludes by suggesting that it is necessary to reconstruct teaching culture, enhance teachers’ professional qualities, design and promote operational and diverse evaluation tools and teaching design examples, advocate low-cost and theoretical inquiry, and promote the return of science education to the essence of thinking, in order to realize the true educational value of scientific inquiry.