摘要：为了解小学科学课程在地方的实施现状，笔者以小学科学教师为视角，从小学科学课程教师基本情况（性别、教年、学历、专业、专兼职）、科学课程要素、教学开展和教学方法、教学环境四个维度对红河州蒙自、元阳两地部分小学教师进行问卷调查和访谈。通过调查及访谈发现：小学科学课程教师队伍基本稳定，但结构不是十分合理，专业化程度不够高，教学环境方面存在资源少、设备不全、条件差等问题。各科学教师对科学课程要素的理解大体方向一致，但也存在差异。教学方法相对单一，学校及教育机构对科学课程有所重视，但管理评价体系落实不够。根据存在情况，笔者重点陈列现状，为进一步的理论研究提供一手信息和初步材料。对存在的问题则通过参考有关资料和文献形成初步探讨和建议。

关键词：小学科学课程;实施现状;调查;教师

Abstract:In order to understand the primary school science curriculum in the local implementation status，The primary school science teachers' perspective which from four dimensions include basic situation (sex, education years, academic, professional, and part-time), science curriculum elements, teaching and teaching method, the teaching environment , is used to do questionnaires and interview about part of primary school teachers in the state of Mengzi and Yuanyang .Through the investigation and interviews , it is found that primary school science curriculum teachers is stabilized basically, but the structure is not very reasonable, the degree of specialization is not high enough, the resources of teaching environment is less, the facility is not completely and the conditions is poor. The primary school science teachers have a general direction about the understanding of science course element, but there are some differences.For example ,teaching method is relatively single, the attention of schools and educational institutions about science course is not enough, there are something should to do to implement the management and evaluation system.According to the present situation, the author focuses on displaying status, to provide first-hand information and initial material for further theoretical research. About the existing problems , the initial study and recommendations are formed by referring to relevant data and literature.

Keywords: Primary school science curriculum; present situation of implementation; survey; teachers

　　　在新课程改革的视野和课程标准指导下，红河地区小学科学课程的实施基本能顺应教育部的要求。但这个过程中教师专业化、教学环境、教学方法、课程资源开发等方面都出现了很多不足，当然影响因素和研究分析切入点很多，而本文重在分析实际的现状调查和存在问题。

在进行调查与分析的过程中，研究者也遇到了一些困难，主要有两个方面：一是样本问题，因为科学教师不多，样本比较少，在分析时作差异分析代表性不高，无法进一步分析。在回收回问卷时如何有效地进行“质”上的分析还存在一定难度。二是由于时间限制，笔者对小学科学课堂听课观察不多，没有连续性，难以追踪研究，收集的信息系统性差，加上边疆少数民族地区语言方面的障碍，信息量有限。为此，仅为进一步研究提供参考。笔者发掘信息点不足，有待进一步完善和探究。