二十世纪八十年代后国际基础科学教育改革

20世纪80年代后,国际上兴起第二次基础科学教育改革浪潮。此次改革中,各国均以培养科学素养为目标,不约而同采取了一些共同的措施以推动基础科学教育改革。这些共识之举包括:1.理论先行,为科学教育改革提供理念指导;2.颁布科学教育政策文件,制定科学教育标准;3.围绕科学教育目标,全面推行课程改革;4.改革科学教师培养、培训模式,明确科学教师标准;5.整合校内外资源,提供科学教育资源保障。     

美国基础科学教育改革及其主要特点--兼谈加强我国科学教育研究

美国20世纪80年代中期以来开展的新一轮基础科学教育改革，是60年代科学教育改革的继续和深化。其基本特点蕴含着值得我国科学教育改革借鉴的丰富经验，如科学教育改革得到全社会的支持，尤其是科学界和企业界的大力支持；科学课程改革具有系统性和配套措施；科学教育改革高度重视科学探究和科学教育的普及；尤其值得我们重视的是，美国科学教育改革有大量的科学教育理论研究的支持。     

中学科学课程教学模式探讨

运用文献、调查、对比和实践等研究方法,从基础教育改革与发展特征和趋势着手以全新的现代教育理念和超前的改革发展意识,从理论与实践上构建中学科学课程的教学模式,为新型的综合科学课程的教学实施提供了具体的方法、内容和思路,对中学科学课程的任课教师起到一定的参考作用。     

The ‘nature of science’ in the school curriculum: the great survivor

This paper explores the ways in which the ‘nature of science’ (NoS) has been interpreted, accommodated and justified within school curricula since science was first schooled in the mid-nineteenth century. It explores how different interpretations of ‘the NoS’ have been invoked by those seeking to reform school science education in response to wider political, economic or social concerns such as the demand to ‘humanise’ school science teaching, to increase the supply of qualified scientists or to promote scientific literacy. It offers some comments upon the implications of these interpretations for current attempts to promote the ‘NoS’ in school science education. The focus of attention is England and, to a lesser extent, the USA but the issues raised are of contemporary relevance to many other parts of the world.     

论基础科学课程与教学中"科学探究"的价值取向

“科学探究”或探究式科学教学是当前国际基础科学教学改革的重要话语之一。但是,20世纪60年代提倡的“科学探究”与90年代以来提倡的“科学探究”在价值取向上有重要区别:前者基于归纳主义或逻辑实证主义的科学观,后者基于建构主义的科学观。尽管美国一些重要的科学教育政策文献中不见“建构主义”一词,但其理论基础无疑是建构主义学习理论。     

Using technology in assessing integrated science and mathematics learning

Drawing from current models, research, and science and mathematics education reform documents, this article first defines and/or delimits three broad domains of education: integrated school science and mathematics, assessment, and technology. Based upon this three-tiered discussion, a list of characteristics is then distilled to guide in the development of assessment for integrated school science and mathematics using technology. Two integrated school science and mathematics activities are provided to illustrate the alignment of instruction and assessment and the systematic integration of technology into both.The writing of this paper was supported by The National Center for Science Teaching and Learning under grant R117Q00062 from the Office of Educational Research and Improvement, U.S. Department of Education. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the sponsoring agency.     

加拿大科学课程的改革与发展

科学课程是青少年素质教育的重要渠道。本文在回顾加拿大科学教育发展的基础上 ,对该国科学课程的目标、课程内容与重点、科技教育评价体系的发展与改革做了全面的综述 ,并就我国中小学课程改革中新整合的科学课教学的若干问题进行了讨论     

Core competences and scientific literacy: the recent reform of the school science curriculum in China

ABSTRACT

China initiated a new round of science curriculum reform in 2017. Using the tripartite curriculum framework (including policy, programmatic, and classroom curriculum), we introduce and analyse China’s policy curriculum and programmatic curriculum for science in primary school and senior high school, and describe the potential problems hindering the translation of these curricula into the classroom curriculum. We first identify the multiple aims of different stakeholders in science education, some of which influence the science policy curriculum. Then, we present the major changes in how the programmatic curriculum meets the policy curriculum. However, due to extracurricular factors, the current science curriculum reform may not unfold as expected. We end with a discussion of the three major characteristics of the revision process of science curriculum standards in China, some of which might inform the global community of science education.     

小学教育专业(科学)本科课程设置的比较研究

随着小学科学课程改革对高素质小学科学教师的需求,近年来一些高等院校先后在小学教育本科专业开设了科学方向.本文从课程的学分、学时、模块结构等方面比较分析了国内3所高校小学教育专业(科学)的本科课程设置方案,在此基础上就该专业方向课程设置中存在的问题提出若干建议.     

论理科教育变革之基本理念：“科学与人文的融合”

理科教育的人文化历程可以揭示当前理科教育变革之基本理念“科学与人文的融合”之应有要义。在理科教育变革的政策文件与实践中,科学与人文的融合并非指以文科的方式进行理科教育。通过比较中西方科学与人文的不同传统及其影响下的不同现实,可为当前理科教育变革指出适合的人文路径。我国的教育传统与现实决定了理科教育应当肩负科学的人文使命,但此处的人文当是科学精神基础之上的人文精神,在理科教育中强调对科学本质及科学探究的理解、提倡“科学技术与社会”（STS）教育、重视理科教学中的科学史与科学哲学（HPS）等,都是理科教育人文化的具体的可能的路径。     

关于中小学科学教育改革趋向的几点思考

本文在了解建国以来中小学科学教育沿革的基础上 ,从科学价值观、目标、课程、教学、评价等五个方面 ,探讨我国中小学科学教育改革的趋向。     

Evaluation of the Long-Term Impact of a University High School Summer Science Program on Students' Interest and Perceived Abilities in Science

Many biomedical research universities have established outreach programs for precollege students and teachers and partnerships with local school districts to help meet the challenges of science education reform. Science outreach programs held in university research facilities can make science more exciting and innovative for high school students and can offer them much more insight into the nature of science and laboratory research than is available in most high school science courses. This paper describes a long-term follow-up study of high school students enrolled in the Summer Science Academy program at the University of Rochester to investigate the program's impact on students' perceived abilities in higher level science courses, on participation in extracurricular science programs, as well as the program's impact on student interest in pursuing a career in science. Students' exposure during SSA to advanced laboratory techniques and their participation in authentic science investigations provided them with a very positive hands-on experience. Students who attended the program indicated that it provided a positive influence on their performance in advanced science courses, as well as their decision to participate in other science programs and their desire to pursue a career in science.     

The evolving role of the science department chair

Working from a historical perspective indicates that there are four periods over the last 170 years through which the role of the science chair has developed. This evolution has progressed from the administrative need to implement the agenda of the newly professionalised science of the nineteenth century, to a greater emphasis on the role of the chair as an instructional leader in the latter half of the twentieth century. The growing complexity of the role has also resulted in chairs becoming conflicted between their roles as specialist teachers and middle-level school administrators. From the earliest days of school science departments, the role of the chair has been heavily invested in two main areas. The first of these is a fealty to the discipline. The second is the need to attempt to balance the competing demands of the discipline, science education and educational reforms. Given the ongoing pressure for the reform of science education, the evolution of the role highlights the potential need for chairs to become actively engaged in maintaining links to the academic, professional, and school communities in which they serve.     

The science curriculum; the decline of expertise and the rise of bureaucratise

The content for the school science curriculum has always been an interplay or contest between the interests of a number of stakeholders, who have an interest in establishing it at a new level of schooling or in changing its current form. For most of its history, the interplay was dominated by the interests of academic scientists, but in the 1980s the needs of both future scientists and future citizens began to be more evenly balanced as science educators promoted a wider sense of science. The contest changed again in the 1990s with a super-ordinate control being exerted by government bureaucrats at the expense of the subject experts. This change coincides with the rise in a number of countries of a market view of education, and of science education in particular, accompanied by demands for public accountability via simplistic auditing measures. This shift from expertise to bureaucratise and its consequences for the quality of science education is illustrated with five case studies of science curriculum reform in Australia.     

坚持继续教育方向加快理科继续教育步伐

本文从分析国外理科教育改革与继续教育的状况和我国中小学理科教育与继续教育进展出发,提出我国理科继续教育的六条措施.对今后全面开展理科继续教育具有指导作用.     

小学科学教学中学生“猜想与假设”能力的培养

思维品质是指个体在思维活动中表现出来的智力特点或个性特征,是思维能力的重要组成部分。思维品质包括思维的深刻性、敏捷性、灵活性、批判性和创造性,教师要创设有利于培养学生良好思维品质的教学情境,孩子的思维在课堂上尽情地畅想,鼓励学生进行知识间的转化,提高解决问题的能力。     

Portraying Science as Humanism – A Historical Case Study of Cultural Boundary Work from the Dawn of the ‘Atomic Age’

In the late 1950s, when a new curriculum for the Danish upper secondary school was under construction, the reform debates on science were strongly concerned with the scarcity of technologically and scientifically educated labour, and thus relations between science, technology and welfare were stressed. Simultaneously however, the relationship between science and humanism was likewise emphasised and discussed. It is this latter issue that is the subject of analysis here. I argue that describing science as a form of humanism served a number of different purposes both within and without a narrow school context. It was far from clear what the practical consequences of this rhetorical figure was to be, although some attempts were made within the new curriculum plan to break down the boundaries between the sciences and the humanities. However, picturing science as humanism also served legitimising functions both with regards to the new science curriculum and with regards to a general political program of progress and welfare through support of science and education. Thus, the curriculum debates on science education were part of a much broader cultural and political debate in which the image of science was negotiated and transformed. Such curriculum debates can, I argue, be understood as cultural boundary work in Thomas Gieryn’s sense.     

Over reported and misunderstood? A study of teachers’ reported enactment and knowledge of inquiry-based science teaching

Science education reforms worldwide call on teachers to engage students in investigative approaches to instruction, like inquiry. Studies of teacher self-reported enactment indicate that inquiry is used frequently in the classroom, suggesting a high level of proficiency with inquiry that would be amenable to inquiry reform. However, it is unclear whether the high frequency of self-report is based on sound knowledge inquiry. In the absence of sound knowledge, high rates of self-reported enactment would be suspect. We conducted a study to measure teachers’ knowledge of inquiry as it related to the known, high frequency of reported enactment. We developed a multidimensional survey instrument using US reform documents and administered it to 149 K–12 teachers at a national science teachers’ conference. The majority of the teachers surveyed did not report inquiry enactment based on well-structured knowledge of inquiry. Interviews with participants showed how teachers could readily map non-inquiry activities onto inquiry statements taken directly from reform documents. From these results we argue that teachers often believed they were enacting inquiry, when likely they were not. We further reason that teachers may struggle to interpret and enact inquiry-related requirements of science education reform and will need support distinguishing inquiry from non-inquiry practices.