阚莹莹

摘要苏教版教材从2017年9月开始陆续改版，与旧教材相比，很多内容都围绕核心概念、课标内容，结合学生的年龄特点进行了重新整合设计与编排。以电路的起始课为例，旧教材五年级上册的《简单电路》和新教材四年级上册的《点亮小灯泡》在内容上几乎是一脉相承的，但是又大不相同。新教材将内容难度降低，并安排在四年级，抓住了四年级学生爱动手的这一特点，安排驱动任务“点亮小灯泡”贯穿始终，更符合学生的认知规律，激发其学习兴趣。这样的编排方式不仅有利于培养学生做中思的习惯，而且能培养他们提问、尝试解决问题的自主探究能力。从整个小学阶段的教学看，这也符合学生科学探究能力螺旋式上升的培养目标。

关键词 教学策略 科学探究 建构概念

中图分类号：G424文献标识码：ADOI：10.16400/j.cnki.kjdk.2021.24.015

From "Simple Circuit" to"Light up a Small Bulb"

——Comparative analysis of new and old textbooks

KAN Yingying

（Nanjing Mochou Xinyu Elementary School， Nanjing， Jiangsu 210029）

Abstract： The textbook of Jiangsu Education Edition has been revised since September 2017. Compared with the old textbook， many contents have been re integrated， designed and arranged around the core concepts and curriculum standards in combination with the age characteristics of students. Taking the starting course of circuit as an example， the content of "simple circuit" in the first volume of the fifth grade of the old textbook and "lighting a small light bulb" in the first volume of the fourth grade of the new textbook are almost the same， but they are very different. The new textbook reduces the difficulty of the content and arranges it in the fourth grade. It grasps the characteristic that the fourth grade students love to do things， and arranges the driv？ ing task of "lighting up the small bulb" throughout， which is more in line with the students’ cognitive law and stimulate their interest in learning. This arrangement is not only conducive to cultivating students’ habit of think？ ing while doing， but also cultivating their independent inquiry ability of asking questions and trying to solve problems. From the teaching of the whole primary school stage， this is also in line with the training goal of the spiral rise of students’ scientific inquiry ability.

Keywords： teaching strategy； scientific inquiry； construct concept

蘇教版教材从2017年9月开始陆续改版，与旧教材相比，很多内容都围绕核心概念、课标内容，结合学生的年龄特点进行了重新整合设计与编排。以电路的起始课为例，旧教材五年级上册的《简单电路》和新教材四年级上册的《点亮小灯泡》在内容上几乎是一脉相承的，但是又大不相同。新教材将内容难度降低，并安排在四年级，抓住了四年级学生爱动手的这一特点，安排驱动任务“点亮小灯泡”贯穿始终，更符合学生的认知规律，激发其学习兴趣。这样的编排方式不仅有利于培养学生做中思的习惯，而且能培养他们提问、尝试解决问题的自主探究能力。……