基于科学素养的课程设计改革——以美国“2061计划”为例  

Curriculum Design Reform Based on Scientific Literacy:A Case Study of American“2061 Project”

作　　者：蔡群青 CAI Qun-qing(Department of Education,East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学教育学部,上海200062

出　　处：《宁波大学学报（教育科学版）》2022年第2期38-47,共10页Journal of Ningbo University(Educational Science Edition)

基　　金：国家社会科学基金“十三五”规划教育学重大招标课题“立德树人的落实机制研究”(VEA190002)。

摘　　要：基于科学素养的课程改革要求课程设计的现代化,与其相适应的课程设计理念、目标和方法应具有预期的内在特色,包括同具体学习目标的联结,有效的教学方法、文化多样性的要求,为学生的科学素养发展提供机遇和有益的评估方式。"2061计划"将课程设计作为培养科学素养的方法,强调革新课程设计框架,包括课程价值取向的建构、课程内容的统整、课程时间安排和类别设置、课程实施的多重变量的关注以及课程板块的组合等描述,旨在为研究者、实践者在基于科学素养的课程系统内提供借鉴和新思路,对面向新时代我国创新型人才培养的科学素质课程创新改革提供参考。The curriculum reform based on scientific literacy requires the modernization of curricular design with internal characteristics of design concepts,objectives and methods,including the connection with specific learning objectives,effective teaching methods and the requirements of cultural diversity,so as to provide opportunities and beneficial evaluation for the development of students’scientific literacy.The“2061 Project”takes curriculum design as a method to cultivate scientific literacy,and emphasizes the innovation of design framework,including the construction of curricular value orientation,the integration of curriculum content,time arrangement and categorization,the multiple variables of curriculum implementation,and the combination of curriculum plates,to provide references and new ideas for researchers and practitioners in the curricular system based on scientific literacy,and for the innovation and reform of scientific literacy curriculum to cultivate innovative talents in the new era.

关 键 词：科学素养 课程设计 科学课程 “2061计划” 

分 类 号：G423.07[文化科学—课程与教学论]