学习进阶及其在科学教育改革中的生命线作用  

Learning Progression and its Vital Role in Science Education Reform

作　　者：姜小圩 周勇[1] 

机构地区：[1]宁波大学教师教育学院,浙江宁波315211

出　　处：《宁波大学学报（教育科学版）》2015年第2期121-125,共5页Journal of Ningbo University(Educational Science Edition)

基　　金：王宽诚教育基金会资助

摘　　要：学习进阶是指引美国新一轮科学教育改革的鲜明旗帜,它从整体上描绘了重要科学素养变量在跨越多年的学校时间里持续发展的阶梯与路径。本文以美国新一轮科学教育框架为抓手,揭示了学习进阶普受关注的缘由及其内涵、结构,分析了学习进阶在科学教育改革中所发挥的生命线作用,并探讨了学习进阶对我国科学教育改革的启示。Learning Progression（LP）, a distinct guideline for the latest science education reform of the US, describes the pathways students are likely to follow to develop their important scientific literacy variables in multiple school years. This paper refer to the framework of American science education reform to reveal its concepts and compositions of widespread attention and examine its vital role in science education reform, thus suggesting its implication for science education reform in China.

关 键 词：学习进阶 科学教育标准 课程 教学 

分 类 号：G40-012[文化科学—教育学原理]