中美课程标准中科学探究含义与内容的对比分析  

A Comparative Analysis of the Meaning and Content of Scientific Inquiry in the Curriculum Standards between China and America

作　　者：陈芳芳[1] 刘继和[1] 

机构地区：[1]沈阳师范大学教师专业发展学院,辽宁沈阳110034

出　　处：《沈阳教育学院学报》2009年第5期105-108,共4页Journal of Shenyang College of Education

摘　　要：主要针对科学探究的地位、含义、对科学探究的理解以及科学探究能力等几个方面对中美课程标准进行对比分析。比较后发现,我国标准突出特点表现在:科学探究是养成科学素养的主要手段;科学探究创设的是一个类似科学研究的情境;"对科学探究的理解"是把握科学探究本质的前提;"发展科学探究能力"是一个程式化、完整的研究过程。The position, meaning, understanding and ability of scientific inquiry in the content standards of China and America are compared and analyzed. By comparing, the features of Chinese curriculum standards are： scientific inquiry is the way of forming scientific literacy; scientific inquiry creates a situation like inquiry research; ＂The understanding of scientific inquiry＂ is the premise of comprehending scientific inquiry ; ＂the ability of scientific inquiry＂ is an integral and complete research process.

关 键 词：中国 美国 课程标准 科学探究 

分 类 号：G642.2[文化科学—高等教育学]