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新课标问题3:为什么物理教育的目的是培养全体学生的科学素养?

作者:罗国忠等  人气: 1823 次  时间:2007年02月01日  星级:

21世纪是以知识经济的创新和应用为重要特征的知识经济时代,基础科学和高新技术迅猛发展,国际竞争日趋激烈,国力的强弱越来越取决于劳动者素质的优劣。这就决定了我们的教育需要提高的是全民的素质而不仅仅是精英的素质,同样决定了,基础教育应该是全民教育,而不是精英教育。基础教育是提高全体国民科学素养的奠基工程,担负着培养学生科学素养的历史重任,如何提高学生的科学素养,是基础教育工作者必须研究的课题。

案例8:来自学生和教师的调查

根据有关调查可知,我国的基础教育在学生身上体现得最好的教育目标是知识与技能;在教材中反映最好的也是知识与技能;教师之间谈论最多仍然是知识与技能;学生被动接受式的学习所占的比例随着年级的增长而增加;在城市小学和农村初中经常公布成绩的比例为60%左右,在城市初中经常公布成绩的比例已达到75%左右;而对于公布考试结果以及对考试结果排名次的做法,有70%的初中生和小学生会紧张、害怕等等。

简评:由此可见,目前我国的基础教育关注的仍然仅仅是知识与技能,对其他的培养目标重视不够,无法完成提高学生的全面素质、促进学生个性健康发展的艰巨任务。

案例9:我国公众的科学素养调查

国家科委社会发展司、中国科协普及部、中国科普研究所在1996年11月至1997年8月期间,对我国公众进行了一次大规模的科学调查,调查结果显示:

在过去的六年时间内,我国公众的科学素养水平停滞不前。在理解科学基本术语和概念方面,与美国、日本、欧共体等14个国家相比,我国排第15位(最后一位)。理解科学研究的过程和方法方面,我国公众的总体水平比美国相差10.7个百分点,比欧共体相差6.3个百分点;在理解科学对社会的影响方面,我国公众比美国相差40个百分点。在科学水平测试中,我国公众有30.6%的人达到基本合格标准;有2.7%的人达到科学研究过程的基本标准;理解科学对社会影响的公众的比例为3.3%。

简评:我国民众的科学素养还处于一个比较低的水平,与发达国家相比有很大的差距,其中的原因之一就是我国教育过于关注知识和技能,对其他的培养目标重视不够。因此,《物理课程标准》将提高全体学生的科学素养作为总目标,不仅有利于改变长期以来统治和支配基础教育界的“精英教育”式的人才观念,而且将会对教学过程、评价过程的改革带来根本性的影响,使我们的物理教学真正转向素质教育的轨道。

案例10:浮力(教学片段)

师:刚才通过我们的共同能力,知道了浮力产生的原因是物体上、下表面的压力差。现在老师有一个问题,请同学们帮助我解决一下:如果一个物体浸入液体中,我们对它进行受力分析,它应该受到几个力的作用?同学们可以先思考一下,画画图,分析一下,然后回答。

生1:我想应该受到四个力的作用:重力,方向竖直向下;浮力,方向竖直向上;还有,就是受到一个竖直向下的压力和一个竖直向上的压力。

生2:我不太同意他的观点,我想物体应该是受到两个力的作用:重力,方向是竖直向下;浮力方向是竖直向上。

师:现在有两种观点了,一个是说物体受到两个力,另一个说物体受到四个力的作用。现在我们以小组为单位,讨论一下浸入液体中的物体究竟受几个力的作用,并阐明理由。(教师深入到每个小组,先是认真倾听每个学生的发言,特别强调每个人都要发言,然后针对不同情况加以引导,各组的讨论既热烈、又深入。)

师:下面请各组的发言人把本组的认识与想法向全班交流。组内同学可以补充,其他同学要认真倾听同学的发言,特别要注意倾听人家分析的理由,然后作出评价。

生3:我们组一致认为,浸入液体中的物体受到两个力的作用,一个是重力,一个是浮力。理由是,浮力产生的原因是:物体上下表面的压力差。

师:为什么没有压力的存在呀!

生3:浮力就是两个压力差了,有浮力的存在,就不应再考虑压力的存在了,他们是等同的。

师:好,你说的很好。还有哪位同学汇报一下你们组的讨论成果。

生2:(刚才说物体受四个力的同学)刚才我没和同学讨论,认为物体受到四个力的作用,通过和同学的讨论学习,我发现我的观点错了。

师:你认识到你错了,很可贵。你能说出来我觉得你很勇敢,更可贵。可以说一说你错的原因吗?

生:我原来没有考虑浮力产生的原因,只是从物体受力的角度进行分析了。

师:我们为他的勇敢鼓掌。

师:同学们回答得都很好。通过大家的回答问题,我想我们思考问题一定要全面,不要想当然。

简评:教师创设问题情境,使学生进行积极有效的合作学习,通过合作学习,学生逐渐清楚了浮力产生的原因,促进了学生思维能力的发展。同时,学生的交流不仅仅是知识,还包括思维方法、情感、态度、价值观。原来分析错误的同学勇于改正自己的错误,体现了尊重事实、实事求是的科学精神。

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