家庭實(shí)驗(yàn)室大有可為

陳耀

家庭實(shí)驗(yàn)室指的是學(xué)生在教師指導(dǎo)下，以家庭為活動(dòng)地點(diǎn)，以實(shí)驗(yàn)、觀察、制作為主要方法的研究性學(xué)習(xí)活動(dòng)。在寬松的家庭環(huán)境下，給孩子提供成長(zhǎng)的平臺(tái)，從建立信心出發(fā)，借助多種教育手段，融合超學(xué)科課程，實(shí)現(xiàn)核心素養(yǎng)的發(fā)展。

1.讓校內(nèi)校外鑲嵌融合

家庭實(shí)驗(yàn)室將焦點(diǎn)直指當(dāng)前小學(xué)科學(xué)教育的基本矛盾，即學(xué)生很少甚至從未經(jīng)歷完整的科學(xué)研究過(guò)程，它明確地將人人親歷科學(xué)過(guò)程作為核心理念。

學(xué)生在家庭發(fā)生的這些科學(xué)探究，是很難持續(xù)的。為了讓學(xué)生持續(xù)養(yǎng)成科學(xué)探究的習(xí)慣，需要學(xué)校有計(jì)劃、有系統(tǒng)地為學(xué)生創(chuàng)設(shè)輔助平臺(tái)。這樣，學(xué)生才有可能持之以恒地像科學(xué)家一樣開(kāi)展有始有終的探究，真正參與發(fā)現(xiàn)和認(rèn)識(shí)科學(xué)原理的過(guò)程，從而在傳統(tǒng)的科學(xué)知識(shí)傳授主導(dǎo)下的教學(xué)模式之外，獲得一種新的科學(xué)教育補(bǔ)充途徑。

一二年級(jí)的基本任務(wù)，是讓探究成為習(xí)慣，習(xí)慣沒(méi)有養(yǎng)成，將會(huì)影響科學(xué)素養(yǎng)的發(fā)展。可以借助科學(xué)課，布置簡(jiǎn)單可操作的家庭實(shí)驗(yàn)室任務(wù)，任務(wù)以科學(xué)課本中的教學(xué)內(nèi)容作為基準(zhǔn)，并適當(dāng)拓展。

三四年級(jí)的基本任務(wù)，是熟悉探究的基本方法、常用科學(xué)工具的使用，初步學(xué)會(huì)閱讀、寫(xiě)作、演說(shuō)、展示等系統(tǒng)的方法。

五六年級(jí)引導(dǎo)學(xué)生做自己喜歡的、擅長(zhǎng)的研究，培育一技之長(zhǎng)，鼓勵(lì)他們放在某個(gè)科學(xué)與工程領(lǐng)域作比較深入的研究。

2.以傳統(tǒng)文化重構(gòu)生態(tài)

用江蘇省淮陰中學(xué)的信息技術(shù)教師陸平的話說(shuō)，家庭實(shí)驗(yàn)室如同一條清澈的河流——“靜靜地流淌，從遠(yuǎn)古而來(lái)，流過(guò)稻田，穿過(guò)田野，來(lái)到校園，奔向遠(yuǎn)方，滋養(yǎng)萬(wàn)物?！边@是愿景，也是出發(fā)點(diǎn)。

常規(guī)科學(xué)課，因?yàn)闀r(shí)間的限制，在很多傳統(tǒng)文化傳承教學(xué)方面，顯得有些局促，這就需要家庭實(shí)驗(yàn)室這樣的平臺(tái)，在家庭教育層面給予接力和補(bǔ)充。

家庭實(shí)驗(yàn)室作為一個(gè)跨學(xué)科、跨空間、跨時(shí)間的全人教育的整合系統(tǒng)，起步于教室，普及于家庭，基于學(xué)生真實(shí)興趣，幫助他們利用科學(xué)課學(xué)到的知識(shí)和技能，在家庭、田野、校外公共空間中進(jìn)行探究性學(xué)習(xí)，真正打通了“學(xué)校—家庭—社區(qū)—場(chǎng)館—大賽”等全方位空間。

家庭實(shí)驗(yàn)室植根于中國(guó)傳統(tǒng)文化，以科學(xué)課程為核心，開(kāi)發(fā)以家庭為基地、學(xué)校為平臺(tái)的三大鑲嵌式課程群。

全科課程群：以語(yǔ)文、數(shù)學(xué)、科學(xué)、藝術(shù)等課程作為運(yùn)作基礎(chǔ)，開(kāi)發(fā)學(xué)術(shù)研究、學(xué)術(shù)展示、學(xué)術(shù)領(lǐng)導(dǎo)力等方面的課程。

傳統(tǒng)文化課程：以春秋戰(zhàn)國(guó)至清代的歷史線索作為課程指引，開(kāi)發(fā)基于科學(xué)探索的課程，如“古代戰(zhàn)爭(zhēng)中的科學(xué)”“詩(shī)經(jīng)中的科學(xué)”“大秦家庭實(shí)驗(yàn)室”“中藥材家庭實(shí)驗(yàn)課程”等。

研學(xué)課程：包含自然界的科考課程、人文行走課程，注重體驗(yàn)式教育，在動(dòng)手實(shí)踐和戶外科學(xué)考察中發(fā)現(xiàn)問(wèn)題，深入研究問(wèn)題，并成為能夠持續(xù)研究的科學(xué)項(xiàng)目。

3.用長(zhǎng)周期探索追溯終生

通過(guò)研究得出科學(xué)結(jié)論，不是唯一的目的，讓學(xué)生在研究中培養(yǎng)毅力、志向和接受挫折的能力，是教育的重要內(nèi)涵。

科學(xué)探究不應(yīng)該只是一堂課的時(shí)間，對(duì)于科學(xué)問(wèn)題的研討，我認(rèn)為課堂僅僅是開(kāi)始，家庭實(shí)驗(yàn)室的長(zhǎng)周期探究也是重要方向。

在家庭實(shí)驗(yàn)室，學(xué)生親身參與到真實(shí)的科研項(xiàng)目中，能最大限度地激發(fā)學(xué)生對(duì)科學(xué)知識(shí)的興趣，主動(dòng)學(xué)習(xí)的能力，全面掌握科學(xué)研究方法，從而提升他們的創(chuàng)新思維能力和科學(xué)素養(yǎng)。

Home Laboratory is Promising

CHEN Yao

中圖分類號(hào)：G424文獻(xiàn)標(biāo)識(shí)碼：ADOI：10.16400/j.cnki.kjdk.2021.18.004

CHEN Yao

Director of Science Center of the 21st Century Academy of Education and Research Primary School Science Teacher

Legal Representative of Wenzhou Vehicle Model Sports Association， Zhejiang Province

Familylaboratoryreferstotheresearch-based learning activities in which students are guided by teachers， take family as the activity place， and take experiment， observation and production as the main methods.Inarelaxedfamilyenvironment，provide children with a platform for growth， starting from the establishment of confidence， with the help of a vari？ ety of educational means， the integration of interdisci？ plinarycurriculum，toachievethedevelopmentof core literacy.

Let the inside and outside of the school inlay in？ tegration

Family laboratory focuses on the basic contradic？ tion of current primary school science education， that is， students rarely or never experience a complete sci？ entific research process. It explicitly takes everyone’s experience of scientific process as the core concept.

It is difficult for students to carry on these sci？ entific explorations at home. In order to enable stu？ dents to continue to develop the habit of scientific in？ quiry， the school needs to create an auxiliary plat？ form for students in a planned and systematic way. Only in this way can students persevere to carry out the research from the beginning to the end like scien？ tists， and really participate in the process of discover？ ing and understanding scientific principles， so as to obtain a new supplementary way of science education besides the traditional teaching mode dominated by the teaching of scientific knowledge.

The basic task of Grade One and Grade Two is to make inquiry a habit. If the habit is not formed， it will affect the development of scientific literacy. With the help of science class， simple and operable home laboratory tasks can be arranged. The tasks are based on the teaching contents in science textbooks and appropriately expanded.

The basic task of Grade Three or Four is to be familiar with the basic methods of inquiry， the use ofcommonscientifictools，andinitiallylearnto read， write， speak， display and other systematic meth？ ods.

Grade Five and Grade Six students should be guided to do the research they like and are good at， cultivate their skills， and encourage them to do more in-depth research in a certain field of science and engineering.

Reconstructing ecology with traditional culture

In the words of Lu Ping， an information technology teacher at Huaiyin Middle School in Jiangsu Prov？ ince， the family laboratory is like a clear river -"flowing quietly， from ancient times， through paddy fields，throughfields，tocampus，tothedistance， nourish everything." This is the vision and the start？ ing point.

Due to the limitation of time， the conventional sciencecourseappearstobealittlecrampedin many aspects of traditional culture inheritance teach？ ing， which requires the platform of family laboratory to relay and supplement at the level of family educa？ tion.

Asanintegratedsystemofinterdisciplinary， space-based and time-based holistic education， home laboratory starts in the classroom and popularizes in the family. Based on students’ real interests， it helps them make use of the knowledge and skills learned in science class to carry out inquiry learning in fami？ ly， field and public space outside school， it has real？ lyopenedupthe"school-family-community-venuecompetition" and other all-round space.

Family laboratory is rooted in Chinese traditional culture， with science curriculum as the core， and de？ velops three inlaid curriculum groups with family as the base and school as the platform.

Generalcurriculumgroup：BasedonChinese， mathematics， science， art and other courses， develop courses in academic research， academic exhibition， ac？ ademic leadership and other aspects.

Traditional culture curriculum： Taking the histori？ cal clues from the spring and Autumn period and Warring States period to the Qing Dynasty as the cur？ riculumguide， developing the curriculumbased on scientificexploration，suchas"scienceinancient wars"， "science in the book of songs"， "Daqin family laboratory"， "Chinese herbal medicine family experi？ ment curriculum"， etc.

Research course： it includes science examination course and humanity walking course in nature， pays attention to experiential education， finds problems in hands-on practice and outdoor scientific investigation， studies problems in depth， and becomes a scientific project that can be studied continuously.

It is not the only purpose to draw scientific con？ clusions through research. It is an important connota？ tion of education to cultivate students’ perseverance， ambition and the ability to accept setbacks in re？ search.

Scientificinquiryshouldnotbejustaclass time. For the discussion of scientific problems， the author thinks the classroomis only the beginning， and the long-term inquiry of family laboratory is also an important direction.

In the home laboratory， students participate in re？ alscientificresearchprojects，whichcanstimulate students’ interest in scientific knowledge， active learn？ ing ability， and comprehensive grasp of scientific re？ searchmethods，soastoimprovetheirinnovative thinking ability and scientific literacy.