日本基础教育理科课程的结构化与系统化特征及启示  

The Structured and Systematic Features of Japanese Science Curriculum of Elementary Education and its Enlightenment

作　　者：王秀红[1] 三石初雄 刘继和[3] 

机构地区：[1]东北师范大学化学教育研究所 [2]日本帝京大学大学院教职研究科 [3]沈阳师范大学教师专业发展学院

出　　处：《外国中小学教育》2014年第9期59-65,共7页Primary & Secondary Schooling Abroad

基　　金：教育部人文社会科学研究项目<我国高师院校教育实习改革状况调查研究>(11YJA880105)的研究成果

摘　　要：日本新的学习指导要领规定了理科课程目标及课程内容。各学段理科课程目标皆由五个方面构成,并随着年段的升高而逐步提高、成熟,体现了从小学、初中到高中理科课程目标的结构化和系统化特征;小学、初中和高中理科课程内容由四个基本科学概念构成,将这四个基本概念作为理科课程内容支柱,随着学段的升高内容不断丰富和发展,体现了从小学、初中到高中理科课程内容的结构化和系统化特征。这些对我国的理科课程设计具有借鉴作用。The latest Learning Guidance provides the objective and content of science curriculum. The objective of science curriculum in each study stage is constituted by 5 fields, and it is gradually improved and matured with increasing study stage. The content of science curriculum in each study stage is constituted by 4 basic scientific concepts, and it is gradually enriched and developed with increasing study stage. Thus objective and content show the structured and systematic features of science curriculum from primary school, junior high school to high school. The features give us rich enlightenment for designing science curriculum in China.

关 键 词：日本理科学习指导要领 课程目标 课程内容 结构化 系统化 

分 类 号：G531.3[文化科学—教育学]