中文摘要
随着科学教育的重要性日益凸显，培养学生科学态度成为小学科学教学的核心目标之一。本研究旨在探讨小学科学教学中学生科学态度的培养路径及其影响因素，以期为科学教育实践提供理论支持与具体策略。研究采用混合方法设计，通过问卷调查、课堂观察和深度访谈相结合的方式，对某地区三所小学共计420名学生及15名教师展开系统分析。结果表明，学生的科学态度与其课堂参与度、教师教学方式以及学习环境密切相关，尤其强调探究式教学法在激发学生科学兴趣和批判性思维方面具有显著作用。此外，研究发现家庭支持和课外科学活动对学生科学态度的形成亦有重要影响。本研究的创新点在于将科学态度培养置于多维教育生态视角下进行考察，并提出了基于情境互动的教学改进模型。该模型强调以学生为中心，结合真实问题驱动和多元评价机制，有效促进科学态度的内化与发展。研究表明，通过优化教学设计和营造积极的学习氛围，能够显著提升学生对科学的兴趣和认同感，从而为其未来科学素养的发展奠定坚实基础。这一研究成果对推动小学科学教育改革具有重要的实践意义和参考价值。
关键词：科学态度；小学科学教学；探究式教学法；家庭支持；情境互动教学模型
Abstract
As the importance of science education becomes increasingly prominent, cultivating students' scientific attitudes has become one of the core ob jectives of primary school science instruction. This study aims to explore the pathways and influencing factors in fostering students' scientific attitudes within primary school science teaching, thereby providing theoretical support and practical strategies for science education. Employing a mixed-methods design, the research combines questionnaire surveys, classroom observations, and in-depth interviews to conduct a systematic analysis of 420 students and 15 teachers from three primary schools in a specific region. The findings indicate that students' scientific attitudes are closely related to their classroom participation, teachers' instructional approaches, and learning environments, with particular emphasis on the significant role of inquiry-based teaching methods in stimulating students' interest in science and enhancing their critical thinking skills. Additionally, the study reveals that family support and extracurricular science activities also play an important role in shaping students' scientific attitudes. A notable innovation of this research lies in its examination of scientific attitude cultivation from a multidimensional educational ecology perspective, proposing a teaching improvement model based on situational interaction. This model emphasizes student-centeredness, integrating real-world problem-driven learning and diversified evaluation mechanisms to effectively promote the internalization and development of scientific attitudes. The study demonstrates that optimizing instructional design and creating a positive learning atmosphere can significantly enhance students' interest in and identification with science, laying a solid foundation for the future development of their scientific literacy. These research findings hold important practical implications and reference value for advancing reforms in primary school science education.
Key words：Scientific Attitude; Primary School Science Teaching; Inquiry-Based Teaching Method; Family Support; Situational Interactive Teaching Model
