A Research On Joseph J. Schwab’s Thoughts Of Enquiry-based Science Teaching

The teaching practice need to probe into the theory of teaching based on inquiry, Joseph J. Schwab’s thought on "The teaching of science as inquiry" has important value, and so on reasons make me chose to study the topic of Schwab’s thought on ’The teaching of science as inquiry". This research contribute to the research on Schwab’s thought of "The teaching of science as inquiry" more systematic, deepening, tend to be perfect; Also provide useful reference for establishing theory system of The teaching as inquiry; Also helps to strengthen the implementation of the teaching as inquiry in our country, so as to promote the new curriculum reform, cultivate the students’ creativity, but also promote the professional development of teachers. The goal of my paper is to build the theory system of Schwab’s thought on "The teaching of science as inquiry", and o make a preliminary research on this theory’ enlightenment to Chinese teaching as inquiry. The research method mainly is documentation and logical analysis. The characteristics and innovation of this paper mainly has three aspects:quoted some of the new material; refined some new ideas; Systematic, deepening, reinterpreted some points.The mainly background that putting forward the Schwab’s thought on "The teaching of science as inquiry" is the US National science education reform in50-60in20th century. Schwab discussed the general situation of the US scientific education reform:the personnel structure of the US science education reform; the value basis and purpose of the US science education reform; the severity and versatility on responsibility of US science education reform. The teaching situation before US science education reform is the teaching of science as dogma. The reasons of science teaching reform are:concerning the grounds of curriculum decision; the special need for scientists; the need for an informed political leadership; the need of an informed public.Schwab think that science is just seek facts and report the facts in the traditional scientific knowledge. As long as this fact is found by some scientists through certain methods, the fact will be regarded as science, is the truth, is eternal. New progress on science has questions and critical to the traditional scientific concepts:science is not fixed truth; Science isn’t verify or not verify of the fully formulation hypothesis."Science as inquiry" mainly refers that science have variety, scientific knowledge have modification, scientific knowledge have multilinealism, science have developmental. Scientific inquiry many have two categories:the stable inquiry and the fluid inquiry. The fluid inquiry is the dynamic basis of the modification of the scientific knowledge and the development of science.The connotation of Schwab’s thought on "The teaching of science as inquiry" mainly is:inquiry classroom contains two inquiries. One is the inquiry on scientific knowledge itself, instruction in which science is seen as a process of inquiry,"science as inquiry"; The other is inquiry on teaching methods and the way of the process of the teaching and learning, a process of teaching and learning which is, itself, an inquiry,"teaching as inquiry". Both of these meanings are parts of the idea in its complete form. The basic idea of the Schwab’s thought on "The teaching of science as inquiry" are:"The teaching of science as inquiry" has diversity, questioned, reflective, inquiry and uncertainty. Schwab’s thought on "The teaching of science as inquiry" think that the students are active inquirers; The teacher is reflective guides; Have to understand the scientific knowledge according to the knowledge of the situation, Explore the diversity of nature of science, not put a single conclusion apart to students. The basic strategies of the science teaching as inquiry are:developing students’ability on reading and self-educated; Using inquiry teaching; To provide the material and discussed; Using leading discussions; Let students understand participatory.The main content of the idea of Schwab’s enquiry curriculum has five areas: change the laboratory functional orientation; penetrate doubt component; the original scientific papers as course materials; narrative of enquiry; invitation to enquiry. The function of the laboratory in inquiry curriculum is:provide a real experience on difficult of dealing with problems and obtaining data; provide opportunities and induction to small inquiry, not provide inquiry project to imitate."Doubt" as a component of inquiry curriculum has important value; Doubt must be finished detailed and completely in inquiry curriculum; completing doubt in the inquiry curriculum faces triple difficult, the value of using scientific works as the curriculum contents are:they provide the samples of inquiry we can obtain which are most true without touch-up; works present the rich and related problems which students needed when engaged in inquiry; make students have questioning. To idiomatic translation original scientific works, works as interludes of depth inquiry, the narrative of inquiry is different from the narrative of the conclusion in traditional textbook, The narrative of inquiry is the narrative to the process and conclusion of the inquiry, pay more attention to the process of inquiry. The basic characteristics of narrative of inquiry are: the content of the narrative focused more on the doubt existed, The use of narrative of inquiry is extremely elastic and adjustment. The basic types of narrative of inquiry are: climatic narrative, multilinear exposition. The invitation of inquiry proposed by Schwab mainly to guide students to participate in the work in constantly by is certain questions. And the problem is in the student’s recent development area range, is able to solve them, and can make them to acquired improvement. Schwab’thought on invitation of inquiry is mainly to establish contact with textbooks through the already selected problems. These issues can related to the textbook through the four main way.The enlightenment of Schwab’s thought on "The teaching of science as inquiry". Firstly, the enlightenment to the teaching of science as inquiry are:the reform on idea of science——Science is developing, scientific knowledge have modification. The new meanings of the teaching of science as inquiry are:the teaching and learning as inquiry has a dual goal——let students get established knowledge inquiry and learn to create new knowledge; the teaching of science as inquiry is not controlled experiment; the teaching of science as inquiry is not the teaching methods that departing the content; the role of the students and teachers in the teaching of science as inquiry——the students are creator, the teacher both are instructor and inquirers. The enlightenment to the inquiry scientific curriculum are:the idea of Schwab’s enquiry curriculum presents a basic paradigm of inquiry curriculum; the idea of Schwab’s enquiry curriculum is closely related to his practical curriculum theories; but the idea of Schwab’s enquiry curriculum just supply the paradigm but not a copy of fixed mode. Secondly, Move towards the disciplinary teaching and learning based on inquiry. The disciplinary teaching and learning based on inquiry is forms of teaching to carry out inquiry in the disciplines, specifically refers the activities of the teachers and students put the classroom as the main channel, free, democratic work together to inquire the disciplinary knowledge in the disciplines so that understand, question, reflect, criticize, develop the disciplinary knowledge and create new knowledge, get disciplinary knowledge and develop, training to create individuality, free thought, independent personality, concerned ethics in the process.The basic characteristics of The disciplinary teaching and learning based on inquiry are:intersubjectivity, corporative creativity, Situational, openness, experience, generative.The disciplinary teaching and learning based on inquiry full the humanity; promote the professional development of teachers; create the curriculum resources and the culture of teaching and learning.