培养实施三维性科学教学的教师——美国科学教师培养标准的最新变化与启示  

Preparing Teachers for Implementing Three-dimensional Science Teaching and Learning:The Latest Changes to and Implications from the American Standards for Science Teacher Preparation

作　　者：肖洋[1] 于冰[2] 熊建文[1] XIAO Yang;YU Bing;XIONG Jianwen(School of Physics and Telecommunication Engineering,South China Normal University,Guangzhou,510006,China;Institute of Teacher Education,Northeast Normal University,Changchun,130024,China)

机构地区：[1]华南师范大学物理与电信工程学院,广州510006 [2]东北师范大学教师教育研究院,长春130024

出　　处：《全球教育展望》2021年第7期113-128,共16页Global Education

基　　金：国家社会科学基金“十三五”规划2020年度教育学青年课题“中小学教师科学素养PCK的进阶发展与作用机制研究”(项目编号:CHA200261)的阶段性成果。

摘　　要：核心素养时代的科学教育要求把学科素养培养贯穿于教育教学活动的全过程,要求科学教师能够实施整合科学知识、科学实践、科学态度与价值的教学,这对科学教师的培养带来了全新挑战。2012年,随着美国《K-12科学教育框架》提出了实施科学与工程实践、共通概念和学科核心概念三维性科学学习的概念之后,如何围绕这一框架培养科学教师成为关系美国科学教育改革成功与否的关键性问题。针对这一问题,美国发布了2020版的《科学教师培养标准》,以科学教育标准为依据、以培养实施三维性科学教学的教师为目标,从学科内容知识、学科内容教学法、学习环境、安全、对学生学习的影响、专业知识与技能六个方面给出培养与评价未来科学教师的具体方案。新的培养标准汲取了科学教育领域中学习进阶的研究成果,补充了科学本质、科学与工程实践、共通概念等内容,倡导彰显社会公平和多元文化回应取向的科学教学。分析美国科学教师培养标准的最新变化,有助于把握国际科学教育研究的发展趋势,可以给我国科学教师教育和科学教学改革提供启示和借鉴。In the era of core competencies,science education asked for developing students’disciplinary competencies throughout educational and instructional activities.Accordingly,science teachers should integrate scientific knowledge,practices,attitudes,and values in their teaching,which brought a new challenge to preparing science teachers.In 2012,the Framework for K-12 Science Education suggested three-dimensional science learning:Science and Engineering Practices,Crosscutting Concepts,and Disciplinary Core Ideas.Since then,how to prepare science teachers to meet the change in the framework has become a vital issue for the success of science education reform in the United States.In response,the 2020 NSTA/ASTE Standards for Science Teacher Preparation,which were developed based on the Framework for K-12 Science Education,were released in the United States.To prepare teachers for implementing three-dimensional science teaching and learning,the new Standards provided specific plans for preparing and evaluating pre-service science teachers:content knowledge,content pedagogy,learning environments,safety,impact on student learning,and professional knowledge and skills.The new standards’content drew on the results of learning progressions in science education research and highlighted the Nature of Science,Science and Engineering Practices,and Crosscutting Concepts.In addition,ideas in the new standards reflect a social justice-oriented and multiculturally responsive approach to teaching science.By analyzing the latest changes of the new standards,we wanted to provide a deeper understanding of the dynamic progress of international science teacher education research and valuable insight regarding the reform of science education and teacher preparation in China.

关 键 词：美国 科学教师 培养标准 科学教育 教师教育 

分 类 号：G633.98[文化科学—教育学]