美國學前兒童科學探究能力培養(yǎng)的框架、策略及啟示

摘要： 探究能力是科學核心素養(yǎng)中的關鍵能力之一。美國為幫助教師培養(yǎng)學前兒童的科學探究能力制定了專門的教師指南,該指南闡明了學前兒童科學探究能力的培養(yǎng)理念,即強調好奇心是科學探究的內驅力、開放式問題是科學探究的牽引、有準備的環(huán)境是科學探究的場域,并說明了學前兒童科學探究能力的培養(yǎng)框架,主要包括觀察、預測、調查、分類、交流等五項能力,同時針對這五項能力提出了學前兒童科學探究能力的培養(yǎng)策略。借鑒美國的有益經驗,我國教師需要合理平衡學前兒童科學探究能力發(fā)展的內外驅力,遵循能力框架結構來組織學前兒童科學探究活動,并圍繞科學探究活動的關鍵過程提供針對性的指導,從而有效支持學前兒童養(yǎng)成科學探究能力。
Scientific discovery ability is one of the core elements of science competencies. To help teachers develop the scientific discovery ability of preschool children, the United States has developed a special teacher guide. The guide clarifies the cultivation concept of scientific discovery ability, emphasizing that curiosity is the internal driving force of scientific discovery, open-ended questions is the traction of scientific discovery, and the prepared environment is the basic field of scientific discovery. The guide also explains the cultivation framework of scientific discovery ability, which mainly includes five abilities such as observation, prediction, investigation, classification, and communication. In addition, the guide proposes strategies for cultivating scientific discovery ability in these five aspects. Drawing on the experience of the United States, teachers in our country need to balance the internal and external driving force for the development of scientific discovery ability, follow the ability framework to organize scientific discovery activities, and provide targeted guidance around the key processes of scientific discovery activities, thus effectively cultivate the scientific discovery ability of preschool children.