The Design and Practice of a "Dual Mainlines" School-Based Scientific Inquiry Curriculum System

摘要

This study explores the construction and implementation of a scientific inquiry curriculum system. Centered on cultivating students' interest in science and emphasizing the decisive role of science education in shaping scientific literacy, the curriculum proposes a "dual mainlines" instructional model. This framework integrates scientific knowledge, thinking, methods, and ethos into teaching materials and classroom practices. Through project-based teaching and a "learning-practice- reflection" framework, the curriculum guides students to progressively deepen their understanding of the nature of science. Grounded in real-life scientific phenomena and practical applications, the course sparks student engagement while prioritizing scientific inquiry as a core learning approach. By encouraging questioning and experimentation, it fosters students' capacity for autonomous exploration.