陈耀

家庭实验室指的是学生在教师指导下，以家庭为活动地点，以实验、观察、制作为主要方法的研究性学习活动。在宽松的家庭环境下，给孩子提供成长的平台，从建立信心出发，借助多种教育手段，融合超学科课程，实现核心素养的发展。

1.让校内校外镶嵌融合

家庭实验室将焦点直指当前小学科学教育的基本矛盾，即学生很少甚至从未经历完整的科学研究过程，它明确地将人人亲历科学过程作为核心理念。

学生在家庭发生的这些科学探究，是很难持续的。为了让学生持续养成科学探究的习惯，需要学校有计划、有系统地为学生创设辅助平台。这样，学生才有可能持之以恒地像科学家一样开展有始有终的探究，真正参与发现和认识科学原理的过程，从而在传统的科学知识传授主导下的教学模式之外，获得一种新的科学教育补充途径。

一二年级的基本任务，是让探究成为习惯，习惯没有养成，将会影响科学素养的发展。可以借助科学课，布置简单可操作的家庭实验室任务，任务以科学课本中的教学内容作为基准，并适当拓展。

三四年级的基本任务，是熟悉探究的基本方法、常用科学工具的使用，初步学会阅读、写作、演说、展示等系统的方法。

五六年级引导学生做自己喜欢的、擅长的研究，培育一技之长，鼓励他们放在某个科学与工程领域作比较深入的研究。

2.以传统文化重构生态

用江苏省淮阴中学的信息技术教师陆平的话说，家庭实验室如同一条清澈的河流——“静静地流淌，从远古而来，流过稻田，穿过田野，来到校园，奔向远方，滋养万物。”这是愿景，也是出发点。

常规科学课，因为时间的限制，在很多传统文化传承教学方面，显得有些局促，这就需要家庭实验室这样的平台，在家庭教育层面给予接力和补充。

家庭实验室作为一个跨学科、跨空间、跨时间的全人教育的整合系统，起步于教室，普及于家庭，基于学生真实兴趣，帮助他们利用科学课学到的知识和技能，在家庭、田野、校外公共空间中进行探究性学习，真正打通了“学校—家庭—社区—场馆—大赛”等全方位空间。

家庭实验室植根于中国传统文化，以科学课程为核心，开发以家庭为基地、学校为平台的三大镶嵌式课程群。

全科课程群：以语文、数学、科学、艺术等课程作为运作基础，开发学术研究、学术展示、学术领导力等方面的课程。

传统文化课程：以春秋战国至清代的历史线索作为课程指引，开发基于科学探索的课程，如“古代战争中的科学”“诗经中的科学”“大秦家庭实验室”“中药材家庭实验课程”等。

研学课程：包含自然界的科考课程、人文行走课程，注重体验式教育，在动手实践和户外科学考察中发现问题，深入研究问题，并成为能够持续研究的科学项目。

3.用长周期探索追溯终生

通過研究得出科学结论，不是唯一的目的，让学生在研究中培养毅力、志向和接受挫折的能力，是教育的重要内涵。

科学探究不应该只是一堂课的时间，对于科学问题的研讨，我认为课堂仅仅是开始，家庭实验室的长周期探究也是重要方向。

在家庭实验室，学生亲身参与到真实的科研项目中，能最大限度地激发学生对科学知识的兴趣，主动学习的能力，全面掌握科学研究方法，从而提升他们的创新思维能力和科学素养。

Home Laboratory is Promising

CHEN Yao

中图分类号：G424文献标识码：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.