科学课程是培养学生核心素养的重要途径。在我国，2022年版义务教育科学课程标准提出科学课程应以培养学生“科学观念、科学思维、探究实践、态度责任”等核心素养为目标，其中，首次明确提出“科学思维”。国内外研究表明，科学写作能够提升学生的科学思维，由于小学科学教学一般基于教材开展教学，因此，本研究探索基于小学科学教材设计科学写作任务并检验其实施效果。

研究对科学写作内涵、理论、实施策略、价值、评价等进行了文献综述。通过访谈初步了解四川科学教学的基本情况，依据小学科学课程标准、分析小学科学教材内容，在单元设计的基础上确定教学安排和“科学写作任务”的目标。借鉴已有教科书中“科学写作”栏目设置，参考“科学学习的要素模型”，形成了“科学写作任务要素的设计思路框架”，共8个要素包括写作主题、文本形式、写作类别、写作方式包括写作人数和写作媒介，写作目的、提示语、人物职业、写作对象，根据该框架设计科学写作任务，为学生提供了独立思考、分析和表达的机会；最后，参考SOLO（Structure of Observed Learning Outcome，可观察的学习成果结构）分类理论，评价了学生科学写作作品中表现出的科学思维水平。

以教育科学出版社小学《科学》教科书五年级下册“热”单元为例，设计了科学写作任务。选取四川省成都市某城镇小学的两个五年级班级进行了“热”单元教学，开展了准实验研究。实验班进行“写作版”热单元教学，即学生通过科学写作任务进行巩固和总结知识；对照班进行“常规版”热单元教学，即学生以口头问答形式巩固总结知识。

研究结果表明：（1）基于小学科学教材设计的科学写作任务具有可行性和有效性，能够有效提高学生的科学知识掌握水平、科学思维水平；（2）SOLO分类理论用于评价学生的科学写作作品的信度、效度、可操作性均较高。（3）实验班、对照班学生在科学知识掌握水平上均有显著提升，实验班在解释维度上得分显著高于对照班；在性别方面，前测的记忆维度男生得分显著高于女生，前后测的其他维度得分在性别上无显著差异；实验班学生的科学思维水平修改前处于多点结构，修改后处于关联结构，学生整体上科学思维水平有显著提升；（4）学生对科学写作任务的使用感受和价值评价较好，不同性别对科学写作任务的使用感受和价值评价无显著差异。

研究形成了“科学写作任务要素的设计思路框架”，为小学科学教师设计科学写作任务提供了参考，简便易操作，具有生态效度，也为科学写作任务研究提供了研究思路和借鉴经验。本研究存在的不足：（1）仅考察了学生学习中、学习后的科学思维；（2）为降低学生对分数的关注度，完全不公开评价，仅表扬学生，这不利于学生反馈，应该循序渐进；（3）实施时间较短，未能在学习结束时设计单元汇报活动；（4）受到研究条件限制，未能验证长期实施的效果。

最后，希望后续研究（1）灵活搭配“科学写作任务要素的设计思路框架”中8要素；（2）灵活安排要素的实施，循序渐进，由易到难；（3）教师有意识地使用SOLO分类理论对学生的课堂学习进行形成性评价；（4）教师能充分发挥科学写作的价值，尝试培养学生的多种能力，探索出更多适合我国小学阶段科学写作的实践。

The science curriculum is an important way to cultivate students' core literacy. In China, the 2022 edition of the compulsory science curriculum standards proposes that the science curriculum should aim at cultivating students' core literacies such as "scientific concepts, scientific thinking, inquiry and practice, and attitude and responsibility", in which "scientific thinking" is explicitly proposed for the first time. Since elementary school science teaching is generally based on textbooks, this study explores the design of science writing tasks based on elementary school science textbooks and examines the effects of their implementation.

The study conducted a literature review on the connotation, theory, implementation strategies, value, and evaluation of science writing. The study also analyzed the content of elementary school science textbooks based on the elementary school science curriculum standards, and determined the teaching arrangement and the objectives of the "science writing tasks" based on the unit design. We drew on the "Science Writing" section of existing textbooks and the "Elements of Science Learning Model" to develop a framework for designing the elements of the science writing task, with eight elements The elements include writing topic, text form, writing category, writing style including number of writers and writing medium, writing purpose, prompt, character occupation, and writing object, and the design of scientific writing tasks according to this framework provides students with opportunities for independent thinking, analysis, and expression; finally, referring to the Structure of Observed Learning (SOLO), the framework for designing scientific writing tasks is developed. Outcome) classification theory, the level of scientific thinking demonstrated in students' scientific writing works was evaluated.

The scientific writing task was designed by taking the unit of "Heat" in the second book of grade 5 of the elementary school "Science" textbook of the Education Science Press as an example. Two fifth-grade classes in a town elementary school in Chengdu, Sichuan Province, were selected to teach the "heat" unit, and a quasi-experimental study was conducted. The experimental class was taught a "writing version" of the hot unit, in which students consolidated and summarized their knowledge through a scientific writing task; the control class was taught a "conventional version" of the hot unit, in which students consolidated and summarized their knowledge through an oral question and answer format.

The results of the study showed that: (1) the science writing tasks designed based on elementary school science textbooks are feasible and effective, and can effectively improve students' scientific knowledge and scientific thinking; (2) the reliability, validity, and operability of SOLO classification theory for evaluating students' scientific writing works are high. (3) Students in both experimental and control classes had significant improvement in scientific knowledge mastery level, and the experimental class scored significantly higher than the control class in the explanation dimension; in terms of gender, boys scored significantly higher than girls in the memory dimension of the pre-test, and there was no significant difference in the scores of other dimensions of the pre and post-tests in terms of gender; the scientific thinking level of students in the experimental class was in the multi-point structure before the modification, and in the correlation structure after the modification, and students as a whole (4) students' perceptions of the use and value of scientific writing tasks were better, and there was no significant difference in the perceptions of the use and value of scientific writing tasks between genders.

This study has developed a "framework for the design of science writing task elements", which provides a reference for elementary school science teachers to design science writing tasks, is easy to operate, has ecological validity, and also provides research ideas and experiences for science writing task research. The shortcomings of this study: (1) only examined students' scientific thinking during and after learning; (2) in order to reduce students' concern about scores, no public assessment at all and only praising students, which is not conducive to student feedback and should be done gradually; (3) the implementation time was short and failed to design a unit debriefing activity at the end of learning; and (4) the research conditions failed to verify the effect of long-term implementation.

Finally, it is hoped that the follow-up study will (1) flexibly match the eight elements of the "Framework of Design Ideas for Elements of Science Writing Tasks"; (2) flexibly arrange the implementation of the elements in a step-by-step manner, from easy to difficult; (3) consciously use SOLO classification theory for formative assessment of students' classroom learning; and (4) give full play to the value of science writing for teachers to try to cultivate students' learning. the value of science writing, try to develop students' multiple abilities, and explore more practices suitable for science writing at the elementary school level in China.