Analysis Of The Content Of Scientific Inquiry In The Science Curriculum Standards Of Chinese Middle Schools Since The 21st Centur

As an important research theme of international science education,the concept of scientific inquiry education plays an important educational value in improving the quality of science education,cultivating students’ scientific literacy,and promoting the understanding of the nature of science.Under China’s current curriculum system,science courses composed of three disciplines,physics,chemistry and biology,undertake the main task of science education at the middle school level.As a programmatic document for the preparation of textbooks and classroom teaching in various subjects,the Science Curriculum Standards contain the contents of scientific inquiry education.Firstly,this paper takes scientific inquiry as the core and analyzes the content related to scientific inquiry in the 15 junior high school and high school science curriculum standards promulgated by China since the 21 st century.On the one hand,it explores the development process of scientific inquiry in China’s science curriculum standards from multiple dimensions,and grasps the new requirements of scientific inquiry education in China’s science curriculum standards as a whole.On the other hand,this paper analyzes the relevant content of scientific inquiry in the science curriculum standards of different disciplines,and grasps the differences in scientific inquiry in the curriculum standards of each discipline.Through the longitudinal comparison in the historical dimension and the horizontal comparison between disciplines,the development changes and new requirements of scientific inquiry in science course standards are explored.Research and analysis show that since the 21 st century,scientific inquiry in science curriculum standards has presented new development requirements in five aspects: connotation,objectives,content,activities and implementation suggestions.At the same time,the curriculum standards of each subject show certain subject tendencies in terms of the connotation of scientific inquiry literacy,the goal of scientific inquiry literacy,the learning content of scientific inquiry,the content and method of scientific inquiry activities,teaching and evaluation suggestions,etc.Secondly,the influencing factors affecting the development and change of scientific inquiry-related content in science curriculum standards in secondary schools in China since the 21 st century and the differences in disciplines are discussed.In terms of different versions of curriculum standards,they are influenced by the guidance of the development trend of international science education and the deepening of domestic basic education reform;In terms of disciplinary differences,they are affected by the nature and value of disciplines,the research tendency of disciplines,and the differences in the understanding of scientific inquiry concepts by science course standard experts.Based on this,a model diagram influencing the content of scientific inquiry in science curriculum standards in secondary schools in China in the 21 st century is constructed.Based on the above discussion,this paper looks forward to the effective implementation of scientific inquiry education in secondary school science courses under the background of core literacy,and proposes to deepen the practical concept of inquiry in combination with the requirements of the new curriculum reform of basic education in China.Different disciplines should clarify the practical characteristics of discipline inquiry and pay attention to the connection of academic segments;Combined with the idea of advanced learning,realize the deep transformation of inquiry and practical teaching;Flexible and diversified inquiry practices;strengthening evaluative research on inquiry practice;Rationally develop and utilize curriculum resources to carry out inquiry practice;The development of teaching materials should focus on seven suggestions for the authenticity of the design of practical activities.