正式与非正式科学教育组织的协作——美国K-12科学教育的经验与启示  

Collaboration between Formal and Informal Science Education Organizations: Experience and Inspiration from K- 12 Science Education in the United States

作　　者：陈舒[1] 裴新宁[1] 

机构地区：[1]华东师范大学课程与教学系

出　　处：《全球教育展望》2016年第1期84-93,共10页Global Education

基　　金：国家建设高水平大学公派研究生项目(留金发[2015]3022号)成果之一

摘　　要：在美国K-12科学教育中,正式与非正式教育组织的协作不断涌现,成为拓展儿童科学学习机会、增强儿童科学知能培育的重要路径。其协作形式多样,主要落入五个层面:补充性的课堂丰富性活动、整合的课堂资源、持续的学生学习共同体、持续的教师学习共同体以及区域基础设施开发。美国的成功实践案例向我们表明:正式与非正式科学教育组织应当充分利用各自给养,开发深度连接的科学学习项目、依托非正式机构开展科学教师专业培训、建立区域协作共同体,为科学教育生态系统的构筑、儿童可持续的科学学习提供动力与保障。In the United States, collaborations between formal and informal education organizations have emerged increasingly in k - 12 science education. Linking formal and informal organizations has become an important approach for extending children＇ s learning opportunities and deepening their science knowledge and abilities. Various types of collaborations can be grouped into five categories： supplementary classroom enrichment, integrated classroom resources, sustained student learning communities, sustained teacher learning communities and district infrastructure development. Successful practices in the Unites States suggest that both formal and informal science education organizations should utilize their own affording to develop deeply related science learning programs, carry nut informal organization-led science teacher professional trainings and build regional collaborative communities, thus providing impetus and guarantee for science education ecosystem construction and children＇ s sustained science learning.

关 键 词：科学教育 K-12学校 非正式教育组织 协作 美国 

分 类 号：G571.2[文化科学—教育学]