美国科学课程发展的新趋向——基于共通概念的科学课程构建
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摘要
共通概念是当前国际科学教育研究中受到高度关注的内容。传统的科学课程主要以学科领域作为组织科学内容的出发点,当前科学课程发展的重要趋势之一表现为共通概念在科学课程中居于核心地位。共通概念的发展经历了从作为课程建构理念到以重要内容在课程中呈现进而统领科学课程内容的变化历程。美国当前基于共通概念架构科学内容的课程框架既体现了共通概念作为核心要素与其他内容维度之间的密切关系,也表现为共通概念具体内容的细化以及在不同年级之间的进阶要求。美国基于共通概念建构科学课程的发展对我国科学课程建设与发展具有重要借鉴价值。
The crosscutting concepts receive much attention in current international science education research. The traditional science curriculum mainly uses the subject area as the starting point for organizing science curriculum. One of the important trends in the development of current science curriculum is that the crosscutting concepts plays a core role in the science curriculum. The development of the crosscutting concepts has gone through the changes from as the idea of curriculum construction to as the curriculum contents and then become the lead of the teaching contents. The current American science curriculum framework based on the crosscutting concepts not only reflects the relationship between the crosscutting concepts as the core element and other content dimensions,but also the specific content of the crosscutting concepts and the learning progression in different grades. The development of science curriculum based on crosscutting concepts in the United States has important reference value for the construction and development of science curriculum in China.
The crosscutting concepts receive much attention in current international science education research. The traditional science curriculum mainly uses the subject area as the starting point for organizing science curriculum. One of the important trends in the development of current science curriculum is that the crosscutting concepts plays a core role in the science curriculum. The development of the crosscutting concepts has gone through the changes from as the idea of curriculum construction to as the curriculum contents and then become the lead of the teaching contents. The current American science curriculum framework based on the crosscutting concepts not only reflects the relationship between the crosscutting concepts as the core element and other content dimensions,but also the specific content of the crosscutting concepts and the learning progression in different grades. The development of science curriculum based on crosscutting concepts in the United States has important reference value for the construction and development of science curriculum in China.
引文
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[27]王威,刘恩山,李倩.将共通概念融入高中生物学课程初探[J].生物学通报,2012,47(08):29-33.
[28]刘恩山.课程内容少而精教学过程重实践--高中生物学课程标准修订中期待完善的内容[J].基础教育课程,2013(Z1):67-70.
[2][3]National Science Teachers Association.Theory into action[M].Arlington,VA:NSTA Press,1964.16-28.
[4][5]California State Department of Education.Science Framework for California public schools,KindergartenGrades One Through Twelve[M].Sacramento:the office of state printing,1970.91-108.
[6]Biological Sciences Curriculum Study.Science for life and living:Integrating science,technology,and health[M].Dubuque,Iowa:Kendall/Hunt Publishing Co,1992.3-15.
[7]American Association for the Advancement of Science.Benchmarks for science literacy[M].New York:Oxford University Press,1993.193-205.
[8]National Research Council.National science education standards[M].Washington,DC:National Academies Press,1996.115-119.
[9]College Board.College board Standards for College Success:Science[M].New York:Author,2009.14.
[10]Pratt H.Implementing NGSS Crosscutting Concepts:Opportunities for Elementary Teacher Contributions[J].Science&Children,2014,52:8-11.
[11]The Ministry of Education.The Ontario Curriculum,Grade 1-8:Science and Technology(revised)[M].Ontario,Canada,2007.5.
[12]姚建欣,郭玉英.加拿大《安大略省科学课程标准》特色与启示[J].比较教育研究,2013(5):103-106.
[13]ACARA.The Australian Curriculum science[EB/OL](2018-09-16)[2018-09-16].https://www.australiancurriculum.edu.au/download/DownloadF10.
[14]Ministry of Education,Singapore.Science Syllabus Primary[EB/OL](2018-01-02)[2018-09-16].https://www.moe.gov.sg/docs/default-source/document/education/syllabuses/sciences/files/science-primary-2014.pdf.
[15]王玉洁,李佳涛,崔鸿.新加坡小学科学课程大纲分析[J].教学与管理,2015(14):53-56.
[16][18][19][23][24]National Research Council.A Framework for K-12 Science Education:Practices,Crosscutting Concepts,and Core Ideas[M].Washington,DC:National Academy Press,2012.
[17]NGSS Lead States.Next Generation Science Standards:For States,by states.Washington,DC:National Academies Press,2013.7.
[20]Achieve.Appendix G-Crosscutting Concepts[EB/OL](2018-09-16)[2018-09-16].http://www.nextgenscience.org/sites/default/f iles/resource/files/Appendix%20G%20-%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf.
[21]Cooper,M.,&Klymkowsky,M.W.The trouble with chemical energy:Why understanding bond energies requires an interdisciplinary systems approach[J].CBELife Science Education,2013,12(2):306-312.
[22]Dreyfus BW,Redish EF,Watkins J.Students’views of macroscopic and microscopic energy in physics and biology[C].2012 Physics Education Research Conference,AIP Conference Proceedings,vol.1513,New York:AIP,179-182.
[25]黄桦,刘贵昂.美国科学教育新标准的概念框架及启示[J].湛江师范学院学报,2012,33(2):15-20.
[26]周保利.“下一代的科学标准”--2013年美国基础教育科学课程标准评析[J].河北师范大学学报(教育科学版),2014(4):112-115.
[27]王威,刘恩山,李倩.将共通概念融入高中生物学课程初探[J].生物学通报,2012,47(08):29-33.
[28]刘恩山.课程内容少而精教学过程重实践--高中生物学课程标准修订中期待完善的内容[J].基础教育课程,2013(Z1):67-70.