加拿大理科课程设计思路及启示  

The Analysis and Enlightenment of the Design of Science Curriculum in Canada

作　　者：张颖之[1] 张英欢[1] 周丐晓[1] 

机构地区：[1]首都师范大学生命科学学院,北京100048

出　　处：《课程．教材．教法》2014年第2期118-123,共6页Curriculum，Teaching Material and Method

基　　金：教育部基础教育课程改革专项课题"普通高中理科课程标准的国际比较研究"阶段性研究成果

摘　　要：通过对《加拿大K-12科学学习成果框架》和《安大略省课程:科学》进行分析来探查加拿大理科课程设计的思路。加拿大理科课程框架的构建以课程愿景的关键方面为基础,以通用概念和学科核心概念为主轴,设立双层学习目标,具体学习目标是总体学习目标更为细化、富有情境性的表述,从而建立起课程愿景、课程目标、课程内容三者有意义的联系,对应明确、一脉相承,在一定程度上保障了愿景的实现和目标的达成。这些设计思路可为我国理科课程的修订和实践提供参考。The design ideas of science curriculum in Canada are explored in this study through the analysis of ＂Common Framework of Science Learning Outcomes K-12, Canada＂ and ＂The Ontario Curriculum. Science＂. The framework of science curriculum in Canada is based on the key points of curriculum vision, and threaded by fundamental concepts and subject core concepts. Two-level learning objectives are built, and the specific learning objective is the detailed expression of the general learning objective. Thus, a meaningful connection among curriculum vision, aims and content is built up, which contributes to the realization of the learning objective and achievement of curriculum vision. These ideas are worthy of attention for the design of science curriculum in China.

关 键 词：加拿大 理科 课程设计 科学素养 

分 类 号：G633.91[文化科学—教育学]