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

Qijun Xu(Laboratory Management Center, Teachers’ College of Beijing Union University)

Abstract

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.

Keywords

Curriculum system; Science curriculum; Inquiry-based learning

References

Ministry of Education. (2011). Primary School Science Curriculum Standards. Beijing: People's Education Press.

Xu, X. F. (2002). Scientific Inquiry and Inquiry-Based Teaching. Curriculum, Teaching Materials, and Methods, 2002(12), 45-50.

Yu, J. (2010). Description and Reflection on a Primary School Science Inquiry Lesson. Theory and Practice of Education, 2010(26), 78-82.

Zhang, X. D. (2014, September 16). Strategies for Implementing Primary School Science Inquiry Activities. Extramural Education in China , 2014(S3), 63-65.

DOI: http://dx.doi.org/10.12345/ret.v8i1.24164