小学科学教科书“科学探究”设计的微观发生法比较——以中美日三国“磁”内容为例  

A Comparison of the Micro-genetic Method about the Design of “Scientific Inquiry” in Primary Science Textbook——Taking the Content of “Magnetic” in the Textbooks of China,America and Japan as the Example

作　　者：首新[1] 胡卫平[1] 林长春[2] 万东升 

机构地区：[1]陕西师范大学现代教学技术教育部重点实验室,陕西西安710062 [2]重庆师范大学初等教育学院,重庆400700 [3]江苏第二师范学院教育科学学院,江苏南京210013

出　　处：《湖南师范大学教育科学学报》2017年第5期35-42,共8页Journal of Educational Science of Hunan Normal University

基　　金：中央高校基本科研业务费专项资金资助项目"基于项目的STEM学习国际比较研究"[2016CBY017];北京师范大学中国基础教育质量监测协同创新中心自主课题[2016-05-002-BZK03;SXSP-2016A2-15001]

摘　　要：以往教科书比较研究多是宏观视角的内容分析,此研究采用微观发生法比较中美日三国小学科学教科书"科学探究"设计差异。结果表明:在变化路径上,制定计划、结论呈现、迁移延伸等方面差异较大;在变化速率上,随着年级增长,我国教科书探究水平变化幅度较大,日本低水平探究活动稳定,高水平有较大幅度增加,而美国渐进过程稳定;在变化广度上,中日两国教科书的探究活动重视科学与数学的整合,美国从科学、技术、工程体现STEM本质。上述差异也是各国小学科学教科书之特色,启示我们设计活动时关注探究活动的可持续性、开放性、广度等方面。In this paper,we compare the differences of the design of'scientific inquiry'in primary science textbooks between China, America and Japan. The result shows that there are great differences in the path of change, the formulation of plan,the presentation of conclusions and the migration extension. In the rate of change,with the growth of grade, the change of the level of inquiry in China's textbook are relatively large, but the change of the other two country's textbooks are gradual. In the range of change,the inquiry activities of the Chinese and Japanese textbooks attach importance to the integration of science and mathematics,but the textbook of United States embodies the essence of STEM in science, technology and Engineering. The features of inquiry design tell us to consider sustainability, openness, and breadth in designing inquiry activities.

关 键 词：小学科学 教科书 科学探究 微观发生法 

分 类 号：G423.3[文化科学—课程与教学论]