體驗區
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| 篇名 |
当前国际科学课程标准中的跨学科概念探析
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| 並列篇名 |
Analysis of Interdisciplinary Concepts in Current International Science Curriculum Standards: Taking the United States, Australia, Canada, and Singapore as Examples
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| 作者 |
高潇怡(GAO Xiao-yi)
、孙慧芳(SUN Hui-fang)
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| 中文摘要 |
对跨学科概念的关注是当前国际科学教育发展的重要趋势，许多发达国家新近出台的科学课程标准中体现了对跨学科概念的高度关注和明确规定。以美国、加拿大、澳大利亚和新加坡的科学课程标准作为样本，通过文本分析法和比较研究对其中的跨学科概念进行分析，结果发现：四国科学课程标准中均体现了跨学科概念的统领地位和对其核心价值的阐释，跨学科概念的内容选择具有较强的一致性，在架构方式上主要体现为横向的内容整合以及纵向的学习进阶。基于此，为我国科学课程标准和课程体系建设纳入跨学科概念提出了“重视跨学科概念价值；多群体合作完成内容选择和落实；跨学科概念架构方式具体细致、教学建议明确”等建议。
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| 英文摘要 |
The focus on interdisciplinary concepts is an important trend in the development of international science education. The newly issued science curriculum standards in many developed countries reflect high attention and clear requirement on interdisciplinary concepts. The study takes the scientific curriculum standards of the United States, Ontario in Canada, Australia and Singapore as a sample. The interdisciplinary concepts were analyzed through text analysis and comparative analysis. The results showed that the science curriculum standards reflected the dominant position of interdisciplinary concepts and the interpretation of its core values. The content selection of interdisciplinary concepts has a strong consistency, and the construction approach is mainly reflected in horizontal content integration and vertical learning progression. Based on this, it puts forward some suggestions for the inclusion of interdisciplinary concepts in the construction of science curriculum standards and curriculum systems in China, such as “paying attention to the important value of interdisciplinary concepts, the multi-group cooperation needs in the content selection and implementation, and the need for detailed framework and clear teaching suggestions”.
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| 頁次 |
025-033
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| 關鍵詞 |
科学课程标准
、跨学科概念
、架构方式
、内容要素
、science curriculum standard
、interdisciplinary concepts
、framework
、content elements
、CSSCI
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| 卷期 |
15:6
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| 日期 |
201912
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| 刊名 |
教育學報
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| 出版單位 |
北京師範大學
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| DOI |
10.14082/j.cnki.1673-1298.2019.06.004
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