中学理科课程标准中科学素养主题的分析——基于“课程平衡”的视角  

An Analysis of Secondary School Science Curricula Standards for Scientific Literacy Themes: In the View of 'Curriculum Balance'

作　　者：陈博 魏冰[1] 

机构地区：[1]澳门大学教育学院

出　　处：《江苏教育研究》2016年第7期70-74,共5页Jiangsu Education Research

摘　　要：本研究旨在检视我国中学理科课程标准中科学素养主题的分布情况。基于"课程平衡"的理论视角,采用Bou Jaoude所构建的科学素养主题框架,对7个中学理科课程标准的课程目标、内容标准和活动建议进行了分析。发现该标准没有很好地处理"课程平衡",虽能兼顾"科学知识"、"科学的探究性"和"科学、技术与社会的相互作用"等三个主题,但"科学作为一种认知方式"的内容较为缺乏。对"科学作为一种认知方式"的重要性及研究建议作了讨论。This study aims to examine the distribution of the themes of scientific literacy in secondary school science curricula standards. Based on the perspective of ‘curriculum balance', this paper employs scientific literacy framework, which was proposed by Bou Jaoude, to analyze curriculum objectives, content standards and activities, three levels in seven science curricula standards. It was found that science curricula standards could not deal with ‘curriculum balance' well. They emphasize ‘the knowledge of science', ‘the investigative nature of science', and ‘interaction of science, technology and society', but neglect ‘science as a way of knowing'. The importance of ‘science as a way of knowing' and the research suggestion are discussed in the last section of this paper.

关 键 词：科学素养 课程平衡 理科课程标准 

分 类 号：G632.3[文化科学—教育学]