科学阅读是科学教育中一项基础而核心的学习活动。随着国际科学教育领域对科学阅读的持续关注和不断探索，在课堂中开展科学阅读教学得到了肯定和推崇。相较于国外和我国台湾地区的研究，大陆地区关于科学阅读教学的研究注重科学阅读作用和价值的介绍，对教学设计和实施的操作过程阐释较少，因此探析如何在小学科学课堂中开展科学阅读教学具有现实意义。

基于上述研究背景，本研究以教科版小学五年级上册第二单元《地球表面的变化》为例，开展将科学阅读融入小学科学课堂中的教学实践研究。通过细致剖析科学阅读融入教学的要素和方法，设计了融入科学阅读的教学方案，并采取准实验研究方法，在北京市某小学选择两个五年级平行班作为实验班和对照班，实验班开展融入科学阅读的教学，对照班按照原教学计划进行授课，借助测验调查、作品分析、访谈和课堂观察等方法分析和对比两班学生的科学学习成效和表现，以检验融入科学阅读的教学实践效果。

本研究主要针对以下内容进行深入探讨：

其一，提炼科学阅读的教学设计五大要素，归纳在科学课堂上开展科学阅读活动的基本思路。其二，探讨科学阅读融入科学课堂的教学设计与实施方法，重点分析科学文本的选择和应用。选择科学文本应依照“明确文本主题”、“获取文本素材”和“分析文本特征”的具体路径。研究指出（1）明确文本主题：以课标、教科书和学生科学前概念为确定依据；（2）获取文本素材：教科书与科普图书是获取文本素材的重要资源；（3）分析文本特征：内容、结构和连贯性是分析文本特征的主要维度。应用科学文本时，围绕“整合并加工文本素材”、“选择阅读策略和载体”以及“开展阅读教学活动”三个步骤依次开展。其三，检验融入科学阅读的教学方案的实施效果。结果显示实验班学生与对照班学生的科学学习成效测验和科学写作作品得分差异显著，实验班学生的科学学习成效整体优于对照班学生。

根据上述内容，本研究得出结论：融入科学阅读的教学方案有利于提升学生的科学学习成效。针对在小学科学课堂中融入科学阅读提出相关建议：在科学阅读的认识层面，教师应积极转变对科学阅读的认识和态度，重视科学阅读在学生科学学习中的价值与功能，加强自身对阅读过程和科学文本的认识和理解；在科学阅读活动的教学设计层面，立足教学系统观指导并统摄科学阅读教学的设计与实施，选择科学文本需要关注学生错误和不完整的科学前概念，加工叙事类、说明类和设问类文本生成非连续性文本，借助提问、讨论和写作等活动外显学生科学阅读的结果。

Science reading is a basic and core learning activity in science education. With the continuous attention and exploration of scientific reading in the field of international science education, teaching science reading in classroom has been affirmed and praised. Compared with the researches abroad and in Taiwan, the researches on science reading teaching in mainland China focus on the introduction of the role and value of science reading, and less on the operation process teaching design and implementation. Therefore, it is of practical significance to explore how to carry out science reading teaching in primary school science classroom.

Based on the above research background, this study takes the second unit Changes of the Earth Surface which is the first volume of the fifth grade primary school education Science Edition, as an example to carry out the teaching practice research on integrating science reading into primary school science classroom. Through detailed analyze the elements and methods of scientific reading into teaching, design the integrated into the scientific reading teaching plan. And this study takes a quasi-experimental research method, selecting two parallel classes of five grade as the experimental class and the comparative class in a primary school in Beijing. The experimental class carries out teaching integrating scientific reading, while the control class carries out teaching according to the original teaching plan. By means of test survey approach, works analysis approach, interview and classroom observation, the effectiveness and performance of science learning of students in the two classes are analyzed and compared to test the teaching practice effect of integrating science reading.

This study mainly discusses the following contents in depth:

Firstly, five elements of teaching design of scientific reading are extracted and the basic ideas of carrying out scientific reading activities in science classroom are summarized. Secondly, this study discusses the teaching design and implantation methods of integrating science reading into science classroom, focusing on the selection and application of science texts. The selection of scientific texts should follow the specific path of “defining text themes”, “obtaining text materials” and “analyzing text features”. The research points out three aspects: 1) clear text themes: based on the curriculum standard, textbooks and students’ pre-science concepts; 2) Obtaining text materials: science textbooks and popular science books are important resources for obtaining text materials; 3) Analyzing text features: content, structure and coherence are the main dimension of analyzing text features. In the application of scientific texts, three steps are carried out successively: “integrating and processing text materials”, “choosing reading strategies and carriers” and “carrying out reading teaching activities”. Third, test the implantation effect of the teaching program integrated into scientific reading. The results show that there are significant differences in scores of science learning effectiveness text and science writing works between the experimental class and the control class. And the science learning effectiveness of the experimental class is better than that of the control class.

Based on the above content, this study comes to the conclusion that the teaching plan incorporating science reading is beneficial to improve the effectiveness of students’ science learning. Some suggestions are put forward to integrate science reading into primary school science classroom. At the cognitive level of science reading, teachers should actively change their understanding and attitude towards science reading, pay attention to the value and function of science reading in students' science learning, and pay attention to understand the process of reading comprehension and the nature of science texts. In the aspect of teaching design of science reading activities, teachers should grasp the criteria of screening scientific texts and improve the quality of texts. Integrating and processing narrative, expository and questioning texts to generate discontinuous texts. Based on the system view of teaching design, we should guide the teaching activities of scientific reading, and integrate reading activities into the process of scientific inquiry organically, and combine reading strategies with other activities to make them play a better role and effect.