科学教育是我国科教兴国战略和人才强国战略的基础，培养未来科技创新人才重要途径，是学校教育不可或缺的重要内容。教科书作为课程标准的具体化，是学校、教师实施科学教育的重要依据，教科书的质量将直接影响科学教育的育人效果。

 自我国开启教科书“一纲多本”时代以来，不同版本的科学教科书异彩纷呈。这些教科书虽基于同一课程标准，但设计理念、内容风格却各有特色。分析不同版本教科书的设计特征，可以找出其背后的知识观、学习观、教学观，有利于学习者更加深刻理解学习内容，建构科学知识体系，形成科学素养。

本文选取教科版、苏教版小学《科学》教科书中的同一内容单元，采用乔纳森建构主义学习情境设计框架，从问题设计、实例设计、信息资源设计、对话与协作设计四方面对教科书的学习任务设计思路进行了剖析，从而总结两版本教科书学习过程建构理念和特征。

通过分析，本文得出以下结论：教科版小学《科学》教科书在问题设计方面以结构不良问题为主，在相关实例设计方面以设计实例为主，在信息资源设计方面以表征问题型插图为主，在对话与协作设计方面以团队活动为主；苏教版小学《科学》教科书在问题设计方面以结构良好问题为主，在相关实例设计方面以真实实例为主，在信息资源设计方面以表征答案型插图为主，在对话与协作设计方面以团队活动为主。

从建构主义学习理论的视角来看，两版本教科书在学习任务建构方面呈现出上述差异是由于二者在知识观、学习观、教学观三方面存在不同认识。在知识观上，教科版教科书倾向于秉持开放的知识观，苏教版教科书倾向于秉持封闭的知识观；在学习观上，教科版教科书具有主动发现为主的学习观，苏教版教科书具有被动接受为主的学习观；在教学观上，教科版教科书强调探究导向的教学观，苏教版教科书强调知识导向的教学观。

Science education is the basis of Chinese strategy to promote science and education and the strategy to strengthen the country and is an important way to cultivate future scientific and technological innovation talents, and, but also an important and indispensable element of school education. Textbooks, as the materialization of the curriculum standards, are an important basis for schools and teachers to implement science education, and the quality of textbooks will directly affect the effect of science education on human development.

 Since the beginning of the era of "multiple textbooks" in China, different versions of science textbooks have emerged in a variety of ways. Although these textbooks are based on the same curriculum standards, they have different design concepts and content styles. Analyzing the design features of different editions of textbooks can identify the knowledge, learning, and teaching perspectives behind them, which is conducive to learners' deeper understanding of learning content and construction of cognition of the learning process of scientific knowledge.

In this paper, we select the same content unit in the elementary school Science textbook of ESPH&PPMG, adopt Jonathan's Constructivist Learning Environments context design framework - CLEs model, and analyze the learning task design ideas of the textbooks in four aspects: problem design, example design, information resource design, dialogue and collaboration design, so as to summarize the learning concepts and features of the two versions of textbooks.

Through the analysis, the following conclusions are drawn: the textbook version of the elementary school Science textbook in ESPH focuses on structured problems in problem design, design examples in relevant example design, problem-based illustrations in information resource design, and team activities in dialogue and collaboration design; the textbook version of the elementary school Science in PPMG Education focuses on well-structured problems in problem design, and real examples in relevant example design. The elementary school Science textbook is designed with well-structured questions, real-life examples, representational answer-based illustrations, and team activities in dialogue and collaboration.

From the perspective of constructivist learning theory, the above differences in the construction of learning tasks between the two versions of the textbook are due to their different perceptions of knowledge, learning, and teaching. In terms of knowledge, the textbook tends to uphold an open view of knowledge, while the SUE textbook tends to uphold a closed view of knowledge; in terms of learning, the textbook has an active discovery-oriented view of learning, while the SUE textbook has a passive acceptance-oriented view of learning; in terms of teaching, the textbook emphasizes an inquiry-oriented view of teaching, while the SUE textbook emphasizes a knowledge-oriented view of teaching.