黄申友

摘要以小学科学“创意小乐器”项目式学习为例，项目式学习的目标制定需要遵循总领性要求和层次性要求：核心概念目标指声音和工程两个领域，再根据学生个体需求和发展水平的差异，从音准、结构、精美等方面制定分层目标。项目式学习的内容设计还需要适当的“深广度”和“情境化”：鼓励学生探究融合科学、音乐、美术等多学科知识的复杂体系，以学校科技节为探究背景，激发学生挑战动力。好的项目式学习还需要优化的螺旋式结构的内在策略以及优化的外在评价策略：将“制作小乐器”项目切割成认识乐器、声音产生原理、音量变化原理、如何扩音制作、现场展示等模块进行螺旋式探究，鼓励学生以图文结合的方式记录研究过程，多元化地进行过程性评价和总结性评价。

关键词项目式学习;目标;设计;优化策略

中图分类号：G424文献标识码：ADOI：10.16400/j.cnki.kjdk.2021.36.020

Design and Optimization Strategy of Science Project-based Learning in Primary School

——Take the "creative small musical instrument" project as an example

HUANG Shenyou

（Linhai Primary School，Taizhou，Zhejiang 317000）

Abstract：Taking the project-based learning of "creative small musical instruments" in primary school science as an example，the goal setting of project-based learning needs to follow the general requirements and hierarchical requirements：the core concept goal refers to the two fields of sound and engineering，and then formulate hierarchical goals from the aspects of intonation ，structure and beauty according to the differences of stu - dents，individual needs and development level. The content design of project-based learning also needs appropriate "depth and breadth" and "contextualization"：encourage students to explore a complex system integrating multi-disciplinary knowledge such as science，music and art，and stimulate students，challenge motivation based on the school science and technology festival. Good project-based learning also needs to optimize the internal strategy of spiral structure and optimized external evaluation strategy：cut the "making small musical instruments" project into modules such as understanding musical instruments，sound generation principle，volume change principle，how to amplify production and on-site display for spiral exploration，and encourage students to rec ord the research process in the way of combining pictures and texts，diversified process evaluation and summary evaluation.

Keywords：project-based learning;goal;design;optimization strategy

項目式学习强调学生在解决实际问题的过程中，实现对关键概念和原理的学习。项目式学习要求学生主动探究解决问题，在探索过程中发掘任务背后所包含的科学规律和科学理论，从而实现从现象到原理、规律的知识建构过程。这与中国学生发展核心素养，以“全面发展的人”为核心，分为文化基础、自主发展、社会参与三个方面，综合表现为人文底蕴、科学精神、学会学习、健康生活、责任担当、实践创新六大素养的总体框架不谋而合。学生在这个过程中锻炼了问题解决、团队协作、自我管理、积极创新等在未来社会应该具备的各项能力。……