积极学习和实践新理论

喻伯军

当今媒体发达，信息传播迅速，有关教育的各种新理论、新观点不断涌现，许多思想观点对小学科学教学有不少启发。科学教师要抱着积极的态度去學习、理解，也要学会辨别、选择相对权威的信息。课程标准是我们首选的理论学习材料。

在小学科学课程标准中，专家、学者总结了我国十多年来小学科学教育的经验，吸收了国际科学教育的新成果。这些成果包括核心素养、大概念、学习进阶、高阶思维、跨学科的项目学习如STEM、科学与工程实践等。一些新理论的引进和提出，对我国科学教育产生了积极的影响。科学教师应该及时了解这方面的信息，加强对前沿信息的学习，提升自己的理论水平，为提高教学水平打下基础。

学习理论，首先要学懂弄通。教师要知道其来龙去脉，探究其内涵本质，了解与其他理论的异同和联系。通过深入学习和思考，逐渐内化成自己知识结构中的一部分，这样才会真正地理解和掌握。

小学科学课程标准整体上体现了核心素养的要求，新增的技术与工程领域与学生发展核心素养的关系是怎样的？科学教师可以先理解核心素养的基本内涵，了解其背景和意义。核心素养的提出，是国家和社会发展的需要，符合国际教育发展趋势，也为进一步深化教育改革提供了路径。学生发展核心素养的六大核心素养中，跟科学学科密切相关的是科学精神和实践创新两个方面。如实践创新中有技术运用的要求：重点是理解技术与人类文明的有机联系，具有学习掌握技术的兴趣和意愿；具有工程思维，能将创意和方案转化为有形物品或对已有物品进行改进与优化等。这个具体要求，非常好地指导、补充了小学科学课课程标准中技术与工程领域的教学，特别是工程思维的提出，更弥补了实施课程标准的具体操作路径。

如课程标准在教学建议中提出了STEM教学的要求。关于STEM教育，我们可以了解它的历史和演进，对当前我国实施科学教学的意义。STEM是科学、技术、工程、数学四门学科英文首字母的缩写，其中科学在于认识世界、解释自然界的客观规律；技术和工程则是在尊重自然规律的基础上改造世界实现对自然界的控制和利用、解决社会发展过程中遇到的难题；数学则作为技术与工程学科的基础工具。STEM是以科学为载体，工程为路径，融合技术、数学等学科的元素，进行的跨学科综合性的项目学习，是培养学生综合素养的教育。生活中发生的大多数问题需要应用多种学科的知识来共同解决，STEM教育特别提倡个性化和创造力的发展，同时也特别提倡学科之间的整合和融合。这样的教学理念、内容设计和教学策略，对当前我国的教育是一种极好的补充，在一定程度弥补了我国教育中缺少实践机会、缺少创新能力的遗憾。因此，受到各级、各类学校的欢迎，更受到学生的欢迎。它极大地改进了教学方法，丰富了学生的学习方法和学习经历，与现代社会的教学需求相适应。

学习理论，要跟自己的实践结合起来。用理论来指导自己的课堂教学，改变、完善自己的教学方法和手段，用自己的教学实践把理论呈现出来，创造出新的案例和成果，如在制作活动中体现工程思维的特点，用项目学习的方法丰富科学课堂教学等。把理论应用于实践，用教学实践来检验新的理论，就会更好地理解新理论、完善自己的理论，从而更好地实施教学。至于如何围绕核心概念进行教学，如何体现学习进阶的要求，如何实施跨学科的项目式学习等，都可以从理论到实践进行学习。

新的理论，一般是为了适应新的经济社会和教育形势所提出来，也是为了让教育更好地适应社会发展的要求，适应学科教学发展的要求。随着知识爆炸式地增长，社会对创新型人才的需求是一个必然的趋势，要适应这样的历史发展，科学教师一定要及时把握时代的要求，关心新理论、新观点和新方法，及时探索实践，这样才能跟上时代的步伐，为教育事业添砖加瓦。

Actively Study and Practice New Theories

YU Bojun

中图分类号：G424文献标识码：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.