理科课程设计新理念:“学习进阶”的本质、要素与理论溯源  

New Idea of Science Curriculum Design:Nature,Elements and Theoretical Tracing of Learning Progressions

作　　者：张颖之[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》2016年第6期115-120,共6页Curriculum，Teaching Material and Method

摘　　要：美国提出新一代科学课程设计的理念"学习进阶"。学习进阶的内涵本质包括:以核心概念为主轴,立足于长期、持续、渐进地学习,包括锚定起点、锚定终点和多个中间水平,是一种基于实证研究的假设,可由实践检验。设计良好的学习进阶包括:学习目标、进阶变量、成就水平、学习表现、评价。与此相关的理论和研究来源涉及螺旋式课程、最近发展区、概念转变、学习轨迹、学生思维发展。Learning Progressions （LPs） is put forward as a new idea for new generation science curriculum design in in the US. LPs are organized around the core ideas in science education, and they promote continuing learning as well as step-by-step learning. One LP contains a lower anchor, an upper anchor and several intermediate levels. They are based on educational researches and can be empirically tested. A good LP have five elements： learning targets, progress variables, levels of achievement, learning performances, and assessments. The relative theory researches involve Spiral curriculum, zone of proximal development, conceptual change, learning trajectories and students＇ mind development.

关 键 词：科学教育 学习进阶 核心概念 

分 类 号：G633.91[文化科学—教育学]