我国科学教育领域学习进阶十年研究回顾与展望  

Review and Outlook of Decade of Research on Learning Progressions in Science Education in China

作　　者：严映佳 吴伟[1] YAN Yingjia;WU Wei

机构地区：[1]南京师范大学教师教育学院,210023

出　　处：《中国教育技术装备》2022年第20期20-23,共4页China Educational Technology & Equipment

基　　金：江苏省教育科学规划项目“构建USR教师发展共同体,促进教师专业发展”(基金编号:J-c/2018/32)。

摘　　要：利用CiteSpace分析得出我国科学教育领域十年来对于学习进阶的三个研究热点,即对学习进阶理论的研究、构建核心概念的学习进阶研究、以学习进阶指导教育教学的研究。探究我国学习进阶研究的不足,包括缺少对关键能力学习进阶的建构、研究与一线教学实践联系不够紧密等,并提出展望。This paper uses CiteSpace to analyse three research hotspots for learning progressions in science education in China in the past decade,including research on the theory of learning progressions,the construction of core concepts of learning progressions,and research on using learning progressions to guide education and teaching.The shortcomings of learning progressions research in China are explored,including the lack of constructing learning progressions for key competencies and the lack of close connection between research and front-line teaching practice,and the outlook is proposed.

关 键 词：学习进阶 CITESPACE 科学教育 核心概念 核心素养 

分 类 号：G424.1[文化科学—课程与教学论]