作　　者： ; ;

机构地区： 东北师范大学生命科学学院

出　　处： 《外国教育研究》 2012年第4期62-68,共7页

摘　　要： 20世纪60年代美国学者施瓦布首开探究水平研究的先河。随后,美国为适应其以"探究能力"为目标的理科教育改革和应答理科探究教学评估实践的诉求,对探究水平进行了更为深入的探讨。给我们的启示在于:探究水平层级划分应充分考虑细化与实用相结合,确定探究水平的划分标准应做到一元与多元相结合,探究水平的判断应注重学生主体与具体环节相结合。 American scholar,Schwab,is the first one doing the research on ＂Inquiry Level＂ in the 1960s.Later,＂Inquiry Level＂ was studied in depth in the United States in order to adapted to the science education reform which aim at ＂inquiry ability＂ and can solve the problems about inquiry teaching evaluation in science education.What can we learn from inquiry level of American science education is that,inquiry level of division should fully consider the level of refinement and practicality combination,combine unitary and multiple to decided standards of inquiry level,and combine students and specific aspects when judge the inquiry level.

关 键 词： 美国 理科教学 探究水平 探究教学

领　　域： [文化科学] [文化科学] [文化科学]