美国科学教育新标准的概念框架及启示  

The American Conceptual Framework for Science Education New Standards and its Enlightenments

作　　者：黄桦[1] 刘贵昂[1] 

机构地区：[1]湛江师范学院物理科学与技术学院,广东湛江524048

出　　处：《湛江师范学院学报》2012年第2期15-20,共6页Journal of Zhanjiang Normal College

摘　　要：为了加强科学和工程人才的培养,促进科学教育的一致性,美国国家研究委员会最新发布的《K-12科学教育框架:实践,跨学科概念,核心概念》通过3个维度构建K-12科学教育体系,明确指出学生必须学习掌握的8个"科学和工程实践",7个"跨学科概念",4门学科领域的"核心概念",这标志着美国科学教育的发展进入了一个新阶段,对我国科学教育实践与研究具有重要的借鉴和指导性意义。In order to cultivate more scientific and engineering talents and effectively promote the con- sistence of science education,the report A Framez,ork for K-12 Science Education ： Practice, Crosscutting Concepts, and Core Ideas was released recently by the National Research Council. The framework organi- zes K-12 science education around three dimensions, and identifies（a）eight key scientific and engineering practices, （h） seven crosscutting concepts, （c） core ideas in four disciplinary areas, which students should learn. This may denotes that a new stage of science education has come,and the framework has many implications to improve the research and practice of science education in China.

关 键 词：美国 概念框架 课程标准 科学教育 

分 类 号：G633.7[文化科学—教育学]