以“学习进阶”方式统整的美国科学教育课程——基于《K-12科学教育框架》的分析  

The American Science Education Curriculum Integrated in the Form of Learning Progressions——Based on the Analysis of A Framework for K-12 Science Education

作　　者：李佳涛[1] 王静[1] 崔鸿[1] 

机构地区：[1]华中师范大学生命科学学院,湖北武汉430079

出　　处：《外国教育研究》2013年第5期20-26,共7页Studies in Foreign Education

基　　金：全国教育科学"十二五"规划2012年度国家重点课题<中小学理科教材国际比较研究>(课题编号:AHA120008)

摘　　要：2011年7月,美国颁布了《K-12科学教育框架:实践、跨领域概念和核心概念》,其内容对美国科学教育产生了深远影响,其中最大的特色就是以"学习进阶"方式统整科学教育课程。其课程主要特点为:围绕学科核心概念、跨领域概念和科学与工程实践展开,突出核心概念在课程中的地位;注重进阶,课程连贯性强;突出科学与技术实践,实践性强等。A Framework For K- 12 Science Education： Practices, Crosscutting Concepts, and Core Ideas was released by The United States in July 2011, the content of which will have a profound impact on American science education. One of the prominent features is its curriculum integrated in the form of Learning Progressions. The main characteristics of the curriculum consist of centring on the core concept of disciphne,cross-domain concepts and scientific and engineering practice with highlighting the core concepts in the curriculum status,focusing on highlighting science and technology SO on. progression and strong curriculum coherence,and practice with outstanding practical characteristics and

关 键 词：《K-12科学教育框架》 学习进阶 科学教育课程 

分 类 号：G423.02[文化科学—课程与教学论]