中文摘要
随着教育改革的深入推进，探究式学习逐渐成为小学科学课程中的重要教学模式。本研究旨在评估探究式学习在小学科学课程中的应用效果，探索其对学生科学素养及自主学习能力的影响。研究选取某市三所小学的四年级学生为对象，采用准实验设计方法，通过前测与后测比较、问卷调查和课堂观察等多维度数据收集方式，分析探究式学习的实施成效。结果显示，接受探究式学习的学生在科学知识掌握、问题解决能力和学习兴趣方面均有显著提升，且其团队合作与批判性思维能力也得到明显改善。本研究创新性地结合质性和量化数据分析，揭示了探究式学习对不同学业水平学生的差异化影响，并提出了优化教学策略的具体建议。研究结论表明，探究式学习能够有效促进小学生科学素养的全面发展，为小学科学课程的教学改革提供了实证支持与理论参考。
关键词：探究式学习；小学科学课程；科学素养；自主学习能力；差异化影响
Abstract
With the deepening of educational reform, inquiry-based learning has gradually become an important teaching model in primary school science courses. This study aims to evaluate the application effects of inquiry-based learning in primary school science education and explore its impact on students' scientific literacy and autonomous learning abilities. By selecting fourth-grade students from three primary schools in a city as the research subjects, a quasi-experimental design was adopted, utilizing multiple data collection methods such as pre- and post-tests comparison, questionnaires, and classroom observations to analyze the implementation effectiveness of inquiry-based learning. The results indicate that students exposed to inquiry-based learning showed significant improvements in scientific knowledge acquisition, problem-solving skills, and learning interest, along with noticeable enhancements in teamwork and critical thinking abilities. Innovatively integrating qualitative and quantitative data analysis, this study reveals the differentiated impacts of inquiry-based learning on students at various academic levels and proposes specific recommendations for optimizing teaching strategies. The conclusion demonstrates that inquiry-based learning can effectively promote the comprehensive development of scientific literacy among primary school students, providing empirical support and theoretical references for the teaching reform of primary school science courses.
Key words：Inquiry-Based Learning; Primary School Science Curriculum; Scientific Literacy; Autonomous Learning Ability; Differentiated Impact
