中国电化教育

新中国成立至今，我国中小学科学课程改革大体经历了“模仿与尝试”“恢复与澄清”“探索与推进”“发展与积渐”“深化与创新”五个阶段。此过程遵循课程发展逻辑，统整了课程变革的多股力量，课程目标由“社会本位”转向“分类并举”；课程内容由“分散、割裂”转向“连贯、深度”；课程实施由“知识讲授”转向“探究实践”；课程评价由“考试筛选”转向“育人为本”；课程场域由“学校本位”扩大至“社会参与”。展望未来，我国中小学科学课程应加强多方协同，构建高质量科学课程体系；强化课程综合，设置连贯进阶科学课程；培育参与文化，着力发展探究实践能力；发挥学校主导，保障教育资源要素供给。

Since the founding of the People's Republic of China, Chinese science curriculum reform has gone through five stages: imitation and attempt, recovery and clarification, exploration and promotion, development and accumulation, and deepening and innovation. Following the logic of the development of science curriculum, we need to integrate the multiple forces of curriculum reform, the goal has changed from “social standard” to “take both into consideration”; the content changes from “scattered and divisive” to “coherent and in-depth”; the implementation changes from “knowledge teaching” to “inquiry practice”; the evaluation changes from “examination screening” to “all-round development “; the curriculum field is expanded from “ school-based” to “social participation”. Looking forward to the future, Chinese science curriculum should strengthen multi-party cooperation and build high quality science curriculum system; strengthen curriculum synthesis, set up coherent advanced science curriculum; cultivate participation culture, focus on developing the ability of inquiry and practice; give play to the leading role of schools and ensure the supply of educational resources.