STEM视角下中国和南非初中科学教材的比较研究  

A Comparative Study of Junior High School Science Textbooks Around STEM between China and South Africa

作　　者：徐土根[1,2] 许嘉盈 陆吉健 XU Tugen;XU Jiaying;LU Jijian(Jinghengyi School of Education,Hangzhou Normal University,Hangzhou 311100,China;Institute of Chinese Educational Modernization,Hangzhou Normal University,Hangzhou 311100,China)

机构地区：[1]杭州师范大学经亨颐教育学院,杭州311100 [2]杭州师范大学中国教育现代化研究院,杭州311100

出　　处：《比较教育学报》2023年第5期160-172,共13页Journal of Comparative Education

基　　金：教育部浙江省省部共建非洲研究与中非合作协同创新中心2022年非洲区域国别学编纂项目“非洲STEM跨学科教育研究”(项目编号:FZ22100)。

摘　　要：南非是非洲最具影响力的“金砖国家”,南非《自然科学》和我国《科学》都是初中综合性课程教科书,在编写理念与选材方面有许多可相互借鉴之处。为了给我国未来支援非洲科学教育的志愿者提供参考教材以及为我国科学教科书编写和课程改革提供借鉴与启示,分别选取中国和南非初中科学教科书各6本为研究对象,在STEM跨学科视域下,采用定性结合定量的方法,就内容选取、编排结构、情境创设和目标导向等内涵开展质性分析,对教科书中物理、化学、生物、地理四大主题中STEM元学科下知识点分布及频次进行编码统计分析。研究发现,相较于我国初中科学教科书,南非《自然科学》教科书STEM理念注重工程教育和数学教育,内容选取侧重南非国情与通用知识相结合,内容编排重视以科学学科为中心与其他各学科的交互融合,情境创设强调情境的真实性与问题解决的有效性,目标导向注重STEM视域下的学生科学素养提升。对我国科学教科书编写和课程改革有如下启示:重视工程学教育,关注跨学科融合;关注跨学科概念整合,聚焦科学本质传递;依托理性思维活动,培养学生科学素养;教材内容编排方式,借鉴南非分科范式。South Africa is the most influential BRICS country in Africa.Since“Natural Science”in South Africa and“Science”in China are both comprehensive curriculum textbooks for junior high schools,there are many aspects that can be referred to in terms of compilation concepts and material selection.In order to provide reference textbooks for future Chinese volunteers to support science education in Africa,as well as to provide reference and inspiration for China's science textbook development and curriculum reform,this paper selects six junior high school science textbooks from China and South Africa respectively.With STEM education as the theme,the qualitative and quantitative approaches were employed.The content selection,organizational structure,context creation and goal orientation were analyzed in qualitative approach.The distribution and frequency of subject-specific knowledge points under the four STEM meta-subjects of physics,chemistry,biology and geography were analyzed with quantitative methods.It is found that,compared with Chinese Science textbooks,the STEM concept in South African science textbook focuses on engineering and mathematics education,the content selection focuses on the South African context and general knowledge,the content arrangement emphasizes the integration of science disciplines as the center and the interaction between other disciplines,the context creation emphasizes the authenticity of the context and the effectiveness of problem solving,and the goal orientation focuses on the enhancement of students'scientific literacy in the STEM perspective.The following are the implications for the development of science textbooks and curriculum reform in China:attaching importance to engineering education and interdisciplinary integration;paying attention to the integration of interdisciplinary concepts,and the transmission of the essence of science;taking advantage of rational thinking activities to develop students'integrated scientific literacy;and referring to the South African paradigm

关 键 词：南非《自然科学》 STEM教育 教科书比较研究 科学教材 

分 类 号：G4[文化科学—教育学]