美国本科物理实验课程目标的变化及其特点  

Changes and characteristics of the curriculum objectives of American undergraduate physics experiment

作　　者：吕辰祎 张军朋[1] LYU Chenyi;ZHANG Junpeng(School of Physics and Telecommunication Engineering,South China Normal University,Guangzhou 510006,China)

机构地区：[1]华南师范大学物理与电信工程学院,广东广州510006

出　　处：《物理实验》2023年第4期15-23,共9页Physics Experimentation

摘　　要：从学生能力发展视角对美国物理教师协会(AAPT)1997年和2014年发布的本科物理实验课程建议报告进行分析,概括美国本科物理实验课程目标的变化:从概念学习转变为构建知识,从科学探究转变为科学实践,从建模教学转变为计算物理.在AAPT2014年建议报告的影响下,以能力发展为导向的美国本科物理实验课程目标具有凸显物理实验认识论目标、在科学决策中培养综合能力和科学交流目标内涵多样化的特点.这些变化和特点对我国本科物理实验课程改革在课程目标设置与教学实施方面有重要启示:加强学生实验认识论的培养,重视学生实验核心能力发展,丰富实验科学交流形式.From the perspective of students’ability development,this paper analyzed the undergraduate physics experiment curriculum recommendation reports issued by the American Association of Physics Teachers(AAPT)in 1997 and 2014,and summarized the changes in the objectives of the undergraduate physics experiment curriculum in the United States:from learning concept to constructing knowledge,from scientific inquiry to scientific practice,from modeling teaching to computational physics.Under the influence of AAPT2014 recommendation report,the American undergraduate physics experiment curriculum objectives oriented by ability development had the characteristics of highlighting the epistemological objectives of physics experiment,cultivating comprehensive ability in scientific decision-making and the diversified connotation of scientific communication objectives.These had important implications for the curriculum objectives setting and teaching implementation of the undergraduate physics experiment curriculum reform in China:strengthening the cultivation of students’experimental epistemology,attaching importance to the development of students’experimental core abilities,and enriching the forms of experimental scientific communication.

关 键 词：课程目标 大学物理实验 美国物理课程 

分 类 号：G642.423[文化科学—高等教育学]