Keywords:

科学素养 /

探究教学 /

价值取向 /

专业探究 /

应用探究

Abstract:

The Compulsory Education Curriculum Program and Science Education Standard issued in 2022 continue to advocate inquiry instruction and research-based learning. The deepening and promotion of inquiry instruction requires deeper reflections on its valueorientation, which has an effect on the goals, content and methods of teaching. Only with a clear idea of valueorientation could teachers implement inquiry instruction in a more effective way. Inquiry instruction in science has been regarded to have different value orientations in different historical periods to meet different needs of students' development.It was first oriented at students' individual development, which aimed to train student's inductive reasoning ability through observation, experiment, and participation. The second-stage orientation was on social development, which aimed to improve students' ability to solve social problems through the application of scientific knowledge in the society. The orientation was further developed to the training of students' multiple values of science literacy through their exploration of the phenomenon and problems they are interested in. Different value orientations may lead to different objectives, contents and methods of inquiry instruction in science. After swaying among the different development needs of individuals, society and discipline, the current valueorientation of inquiry instruction in science emphasizes their inner relationship and upholds multi-value orientation. It implies that inquiry instruction in different subjects should conform to the nature of its discipline, pay attention to both pure inquiry and applied inquiry to cultivate citizen with science literacy and focus on student's knowledge acquisition and social participation through autonomous development.