科学教育做中学·对话经典

Use when designing or improving project-based learning (PBL) science units or lessons (grades K-9), or any sub-task: judging whether a lesson counts as PBL (这算不算探究/算不算PBL), designing or evaluating driving questions (驱动性问题/项目选题/单元大问题), eliciting prior ideas and misconceptions (前概念/迷思概念/学情诊断), designing investigations or unblocking stuck student groups (探究设计/调查卡住/变量/对照组), turning data into evidence (数据表/记录/证据), grading scientific explanations with CER (实验报告批改/解释题评分), auditing scaffolds vs doing the work for students (脚手架/学习单/导学案/代劳), fixing group-work failures (小组合作/搭便车/分组/角色), choosing teaching strategies (先讲还是先探究/直接教学/演示), designing embedded assessment and rubrics compatible with exams (评估/量规/表现性任务/月考兼容), converting curriculum standards into learning performances (课标/学业要求/学习目标/三维), managing inquiry classrooms and lab safety (课堂管理/实验课/失控/安全), or planning a full PBL unit (单元设计/项目化教学/storyline/备课). Encodes the methodology of Krajcik and Czerniak, Teaching Science in Elementary and Middle School: A Project-Based Learning Approach (5th ed., 2018), crosswalked to China 2022 standards. Not for pure chemistry Q&A, textbook answer lookup, or file operations.

模型生成摘要（rules/v1 · 2026-10-15 10:16）：Use when designing or improving project-based learning (PBL) science units or lessons (grades K-9), or any sub-task: jud…
这是模型对公开材料的总结，不是官方声明，请以原链内容为准。

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v1	2026-09-21 13:57	c2a2ca6b	已过保留期
v2	2026-10-15 18:15	559d5017	可取

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