本文關(guān)鍵詞：中加小學(xué)科學(xué)課程標(biāo)準(zhǔn)比較研究　出處：《西南大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

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【摘要】：隨著當(dāng)今世界政治、經(jīng)濟(jì)、現(xiàn)代科學(xué)技術(shù)的快速發(fā)展,人類的生活水平達(dá)到了前所未有的新高度。世界各國(guó)越來(lái)越重視發(fā)展科技,那么強(qiáng)化和壯大科技領(lǐng)域就要扎根于國(guó)家的基礎(chǔ)科學(xué)教育,科學(xué)教育在基礎(chǔ)教育中承擔(dān)著重要的作用。中國(guó)作為發(fā)展中的大國(guó),我國(guó)的基礎(chǔ)教育中的科學(xué)教育仍存在一些問題,國(guó)民的科學(xué)素養(yǎng)水平還沒有達(dá)到與當(dāng)今世界發(fā)展的要求,為了提高和改善國(guó)民科學(xué)素養(yǎng),進(jìn)一步適應(yīng)時(shí)代的發(fā)展需求。中華人民共和國(guó)教育部于2001年7月頒布了《全日制義務(wù)教育科學(xué)(3-6年級(jí))課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》,這意味著我國(guó)的小學(xué)科學(xué)教育將迎來(lái)全新的起點(diǎn)和挑戰(zhàn),同時(shí)這也是我國(guó)第一部關(guān)于小學(xué)科學(xué)教育的課程標(biāo)準(zhǔn),其意義和產(chǎn)生的影響巨大。相比較西方發(fā)達(dá)國(guó)家的科學(xué)教育,我國(guó)的小學(xué)科學(xué)教育發(fā)展較晚,然而西方發(fā)達(dá)國(guó)家例如美國(guó)、加拿大等國(guó)家的科學(xué)教育日趨成熟,其實(shí)施科學(xué)教育的經(jīng)驗(yàn)尤為豐富,所以與發(fā)達(dá)國(guó)家的科學(xué)課程標(biāo)準(zhǔn)進(jìn)行比較分析,是一種學(xué)習(xí)和借鑒西方國(guó)家科學(xué)教育優(yōu)勢(shì)的重要手段和途徑。2008年加拿大安大略省頒布了新修訂的《加拿大1-8年級(jí)科學(xué)與技術(shù)課程標(biāo)準(zhǔn)(2007修訂版)》,此次新頒布的課程標(biāo)準(zhǔn)是對(duì)1998年出臺(tái)的科學(xué)課程標(biāo)準(zhǔn)的修改與完善。當(dāng)今教育發(fā)展日趨國(guó)際化,各國(guó)中等、高等院校合作聯(lián)系密切,在這種國(guó)際教育文化背景交流下,中國(guó)與加拿大兩國(guó)之間開展了“中國(guó)——加拿大教師教育和學(xué)校教育互惠學(xué)習(xí)”項(xiàng)目,本研究屬于該項(xiàng)目中科學(xué)教育子項(xiàng)目的課題研究,通過(guò)本文的研究將會(huì)對(duì)項(xiàng)目科學(xué)教育子項(xiàng)目的進(jìn)展和研究奠定良好的基礎(chǔ)。筆者選擇中國(guó)和加拿大最新的小學(xué)科學(xué)課程標(biāo)準(zhǔn)文本進(jìn)行分析比較,首先,筆者通過(guò)項(xiàng)目的官方渠道獲得第一手文本資料,并將全英文版本的加拿大小學(xué)科學(xué)課程標(biāo)準(zhǔn)進(jìn)行全面系統(tǒng)的翻譯,然后對(duì)兩國(guó)的小學(xué)科學(xué)課程標(biāo)準(zhǔn)的研究進(jìn)行了綜述,并采用文獻(xiàn)法、比較法、統(tǒng)計(jì)分析法對(duì)課程標(biāo)準(zhǔn)中的結(jié)構(gòu)框架、課程目標(biāo)與課程理念、知識(shí)內(nèi)容、評(píng)價(jià)建議、實(shí)施建議六個(gè)部分進(jìn)行了深入系統(tǒng)的分析比較。在結(jié)構(gòu)框架方面的分析比較,兩國(guó)的小學(xué)科學(xué)課程標(biāo)準(zhǔn)結(jié)構(gòu)設(shè)置相似,文本容量差距較大,但側(cè)重點(diǎn)均不同;在課程目標(biāo)和理念方面的分析比較,兩國(guó)均重視提升學(xué)生的科學(xué)探究能力,以學(xué)生為中心,但也存在差異性,凸顯兩國(guó)不同的社會(huì)文化教育背景;在知識(shí)內(nèi)容標(biāo)準(zhǔn)方面的分析比較,以科學(xué)探究、科學(xué)知識(shí)、情感態(tài)度與價(jià)值觀三個(gè)方面展開,并對(duì)具體主題知識(shí)進(jìn)行知識(shí)廣度和深度比較分析,又對(duì)科學(xué)知識(shí)的廣度和深度顯著性差異進(jìn)行分析�？茖W(xué)知識(shí)內(nèi)容都符合學(xué)生的發(fā)展與認(rèn)知規(guī)律,促進(jìn)學(xué)生全面發(fā)展;在評(píng)價(jià)意見方面的分析比較,存在較大的差異性,加方評(píng)價(jià)體系較為完備;在實(shí)施建議方面的分析比較,中加兩國(guó)的側(cè)重點(diǎn)不同,加拿大的教學(xué)建議涉及的教學(xué)領(lǐng)域范圍較為全面、廣泛�；谏鲜霰容^分析的基礎(chǔ),總結(jié)出中國(guó)和加拿大兩國(guó)的小學(xué)科學(xué)課程標(biāo)準(zhǔn)的共同性和差異性,提出了對(duì)我國(guó)小學(xué)科學(xué)教育發(fā)展及改革的一些啟示。
[Abstract]:With the world's political, economic, the rapid development of modern science and technology, human life level reached a new height of hitherto unknown. More and more countries attach importance to the development of science and technology, so strengthening and strengthening scientific and technological basic science education should be rooted in the country, science education plays an important role in the basic education. As the development of China in the country, the science education of China's basic education, there still exist some problems, national scientific literacy level has not reached and the development of the world, in order to improve the national scientific literacy, further adapt to the development needs of the times. The People's Republic of China Ministry of Education promulgated the "Full-time Compulsory Education Science in July 2001 (Grade 3-6) the curriculum standard (experimental draft)", which means that the primary school science education in China will usher in a new starting point and challenge, which is also China's first On the curriculum standards of primary school science education department, the significance and the influence is huge. Comparison of science education in western developed countries, the later development of primary school science education in our country, however, the western developed countries such as the United States, Canada and other national science education is becoming more and more mature, the implementation of science and education are experienced and developed, so the state of the science curriculum standards for comparative analysis, is an important means and ways of.2008 and learn science education superiority of western countries in Canada in Ontario Province promulgated the newly revised "Canada 1-8 level science and technology curriculum standards (2007 Edition)", the promulgation of the new curriculum standard is revised and perfected in 1998 the introduction of science curriculum standard. The development of education internationalization, the medium, institutions of higher learning is closely linked in the international education exchange and cultural background Next, between China and Canada launched the "China - learning" project of Canadian teacher education and school education reciprocity, research this study belongs to the science education sub projects, through the research of this paper will progress and Research on science education project sub project to lay a good foundation. The author chooses China and Canada new the primary school science curriculum standard text analysis and comparison, first of all, the author obtains the first text information through the official channels of the project, and will conduct a comprehensive system full version of the English Canada primary school science curriculum standards, then study on the primary school science curriculum standards are reviewed, and uses the method of literature, comparative law, statistics the analysis framework of curriculum standards in law, curriculum goal and curriculum idea, knowledge content, evaluation, implementation of the proposed six parts A thorough and systematic analysis. The comparative analysis of the structure of primary school science curriculum standards between the two countries set up similar structure, a larger gap between the capacity of the text, but the focus is different; the comparative analysis of the curriculum goals and ideas, both countries attach great importance to enhancing students' scientific inquiry ability, take the student as the center, but there are also differences the two countries, highlighting the different educational background of social culture; comparative analysis on knowledge content standards, with scientific research, scientific knowledge, emotional attitude and values of the three aspects, and the specific knowledge of comparative analysis of breadth and depth of knowledge, and significant differences in the breadth and depth of scientific knowledge for analysis. The contents are consistent with the development of scientific knowledge and the cognitive law of students, promote students' all-round development; comparative analysis in the evaluation opinions, there is a big difference, and evaluation Relatively complete system; comparative analysis in the implementation of recommendations, plus two different emphases, Canada teaching suggestions involving teaching field is comprehensive, widely. The base of comparison based on the analysis, summarizes the similarities and differences between Canada and the China primary school science curriculum standard, put forward some suggestion on China's primary school science education reform and development.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G623.6
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本文編號(hào)：1400219