小学科学教科书“科学探究”设计的微观发生法比较——以中美日三国“磁”内容为例

发布时间：2018-09-13 16:11

【摘要】：以往教科书比较研究多是宏观视角的内容分析,此研究采用微观发生法比较中美日三国小学科学教科书"科学探究"设计差异。结果表明:在变化路径上,制定计划、结论呈现、迁移延伸等方面差异较大;在变化速率上,随着年级增长,我国教科书探究水平变化幅度较大,日本低水平探究活动稳定,高水平有较大幅度增加,而美国渐进过程稳定;在变化广度上,中日两国教科书的探究活动重视科学与数学的整合,美国从科学、技术、工程体现STEM本质。上述差异也是各国小学科学教科书之特色,启示我们设计活动时关注探究活动的可持续性、开放性、广度等方面。
[Abstract]:In the past, the comparative study of textbooks was mostly from the macro angle of view, and the microcosmic method was used to compare the differences in the design of science textbooks in primary schools between China, the United States and Japan. The results show that: in the path of change, there are great differences in planning, conclusion presentation, migration and extension, and in the rate of change, with the increase of grade, the level of textbook inquiry in China changes greatly, and the low level of inquiry in Japan is stable. The high level has a large increase, while the American gradual process is stable. In the breadth of change, the inquiry activities of Chinese and Japanese textbooks attach importance to the integration of science and mathematics. The United States embodies the essence of STEM from science, technology and engineering. These differences are also the characteristics of science textbooks in primary schools in various countries, which enlighten us to pay attention to the sustainability, openness and breadth of inquiry activities when designing activities.
【作者单位】：陕西师范大学现代教学技术教育部重点实验室;重庆师范大学初等教育学院;江苏第二师范学院教育科学学院;
【基金】：中央高校基本科研业务费专项资金资助项目“基于项目的STEM学习国际比较研究”[2016CBY017] 北京师范大学中国基础教育质量监测协同创新中心自主课题[2016-05-002-BZK03;SXSP-2016A2-15001]
【分类号】：G623.6

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