中国和加拿大安大略省现行小学科学课程标准比较研究

发布时间：2018-10-25 10:39

【摘要】：科学技术作为衡量国家综合实力的标志,其重要性日益凸显,世界各国都越发重视科学教育,不断推进科学教育改革发展,以此来适应时代的需要。对于科学课程来说,科学课程标准是具有指导和纲领意义的文件,地位十分重要。我国科学教育起步较晚,与发达国家相比,有学习与借鉴的必要性。加拿大的科学教育水平名列世界前茅,安大略省作为其经济政治中心,教育相对发达,科学教育不断发展,科学课程标准在1998年颁布后,历经十年的探索,出台了最新修订版,相对成熟,因此有一定的研究价值与比较意义。将其进行比较,有利于加强对科学教育和课程的理解,在比较中得到思考与启示,便于更好地把握科学教育实质,并借鉴优秀成果,为我国科学课程的改革拓宽视野和思路,促进科学课标的完善与修订,促进科学课程的发展与改进。本研究首先通过文献法,了解两国科学课标制定的历史背景,并结合当今科学教育发展的主流趋势简要分析。在了解两国科学教育背景的基础上,以其科学课程标准文本为研究对象,主要运用了文本分析法和比较研究法,将课程标准进行客观系统的量化分析与内容研究,从课程框架编排、基本思想、课程目标、课程内容、课程评价等方面进行了比较,并做了相应的分析,揭示两者课标文本的相似点与不同点。最后总结并提出对中国科学课标修订的思考与建议：课标修订增强地方参与,课程采用整体设计以促进课程目标、内容、评价的联系,并提取核心概念统领课程,增加低年级课程内容,在不同年级分列课程目标和内容；加强对科学本质的理解,完善落实科学探究,重视批判性思维的培养；情感态度价值观不应单独列出,关照学生特殊教育与差异性教育,增强科学安全教育和环境教育,明确多方角色的职能;细化夯实课程评价。
[Abstract]:Science and technology as a symbol of measuring the comprehensive strength of a country, its importance is increasingly prominent, all countries in the world pay more and more attention to science education, constantly promote the reform and development of science education, in order to meet the needs of the times. For science curriculum, science curriculum standard is a document with guiding and program meaning, and its status is very important. Compared with the developed countries, it is necessary to learn from the science education in our country. Canada ranks among the best in science education in the world. Ontario, as its economic and political center, has relatively developed education and continuously developed science education. After the promulgation of the science curriculum standard in 1998, after ten years of exploration, Ontario has issued the latest revised edition. Relatively mature, so there is certain research value and comparative significance. Comparing them is helpful to strengthen the understanding of science education and curriculum, to get some thoughts and revelations in the comparison, to grasp the essence of science education better, and to draw lessons from outstanding achievements to broaden the vision and train of thought for the reform of science curriculum in our country. To promote the improvement and revision of science curriculum, and to promote the development and improvement of science curriculum. In this study, the historical background of the establishment of science curriculum standards in the two countries is understood through literature method, and the main trend of the development of science education is briefly analyzed. On the basis of understanding the background of science education in the two countries and taking the text of the science curriculum standard as the research object, the text analysis method and the comparative research method are mainly used to carry out the objective and systematic quantitative analysis and content research of the curriculum standard. This paper compares the curriculum frame arrangement, basic ideas, curriculum objectives, curriculum contents, curriculum evaluation and so on, and makes a corresponding analysis to reveal the similarities and differences between the two texts. Finally, the author summarizes and puts forward some thoughts and suggestions on the revision of the Chinese Science Curriculum Standard: the revision of the Curriculum Standard strengthens the local participation, the curriculum adopts the overall design to promote the connection of curriculum objectives, content and evaluation, and extracts the core concepts to dominate the curriculum. To increase the content of the curriculum in the lower grade, to separate the objectives and contents of the curriculum in different grades; to strengthen the understanding of the nature of science, to improve the implementation of scientific inquiry, and to attach importance to the cultivation of critical thinking; the values of emotion, attitude and values should not be singled out. Pay attention to the special education and difference education of students, strengthen the education of science safety and environment, clarify the functions of various roles, and refine and consolidate the evaluation of curriculum.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.6

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