美国科学教材对“科学概念”的处理及其借鉴——以FOSS教材为例
The Treatment of ＂Scientific Concept＂ in American Science Teaching Materials： the Case of FOSS and its Implications for the Compiling of Chinese Science Textbooks
陈莉 1丁邦平2
作者信息
- 1. 湖南省第一师范学院教科系
- 2. 首都师范大学教育学院
- 折叠
摘要
＂科学概念＂是当今科学教育界关注的焦点问题之一,美国FOSS教材在《美国国家科学教育标准》和《科学素养的基准》两大文件的指导下,宏观上以＂理解性地学习科学概念＂作为教材编写的指导思想,具体构建了有层次的科学概念的内容体系,并通过观察和实验落实学生科学概念的获得,最后,以符合学生认知水平的表述方式帮助学生理解所学的科学概念。以上这些,都值得我国在编写科学教材时借鉴。
Abstract
＂Scientific concept＂ is the focus of science education. Under the guides of National Science Education Standards and Benchmarks for Science Literacy, FOSS teaching materials take ＂learning with understanding＂ as the rationale behind it, and construct a content system of diversified levels of ＂scientific concept＂. Then through observations and experiments students can learn and master these concepts. Finally presenting those concepts with the expressions that are fitting with students＇ cognitive levels, FOSS helps students understand them. All those ideas can be borrowed by China.
关键词
科学教材/科学概念/借鉴Key words
science teaching materials/scientific concepts/borrowing引用本文复制引用
基金项目
湖南省教育科学规划课题(XJK011BCG004)
出版年
2012
NETL
NSTL
维普
万方数据