|本期目录/Table of Contents|

[1]姜小圩,周 勇*.学习进阶及其在科学教育改革中的生命线作用[J].宁波大学学报(教育科学版),2015,37(2):121-125.
 JIANG Xiao-wei,ZHOU Yong.Learning Progression and its Vital Role in Science Education Reform[J].JORNAL OF NINGBO,2015,37(2):121-125.
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学习进阶及其在科学教育改革中的生命线作用(PDF)
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《宁波大学学报》(教育科学版)[ISSN:1008-0627/CN:33-1214/G4]

卷:
第37卷
期数:
2015年2期
页码:
121-125
栏目:
基础教育
出版日期:
2015-04-30

文章信息/Info

Title:
Learning Progression and its Vital Role in Science Education Reform
文章编号:
10080627(2015)02-0121-05
作者:
姜小圩周 勇*
(宁波大学 教师教育学院,浙江 宁波 315211)
Author(s):
JIANG Xiao-wei ZHOU Yong
(College of Teachers Education, Ningbo University, Ningbo 315211, China)
关键词:
-
Keywords:
learning progression science education standards curriculum instruction
分类号:
-
DOI:
-
文献标志码:
A
摘要:
学习进阶是指引美国新一轮科学教育改革的鲜明旗帜,它从整体上描绘了重要科学素养变量在跨越多年的学校时间里持续发展的阶梯与路径。本文以美国新一轮科学教育框架为抓手,揭示了学习进阶普受关注的缘由及其内涵、结构,分析了学习进阶在科学教育改革中所发挥的生命线作用,并探讨了学习进阶对我国科学教育改革的启示。
Abstract:
Learning Progression (LP), a distinct guideline for the latest science education reform of the US, describes the pathways students are likely to follow to develop their important scientific literacy variables in multiple school years. This paper refer to the framework of American science education reform to reveal its concepts and compositions of widespread attention and examine its vital role in science education reform, thus suggesting its implication for science education reform in China.

参考文献/References:

[1].CORCORAN T, MOSHER F A, A ROGAT. Learning Progressions in Science: an Evidence-Based Approach to Reform[R]. Consortium for Policy Research in Education, Philadelphia, 2009: 12.
[2].ANGEL GURR?A. Presentation of the PISA 2010 Results[R]. Washington, 2010: 2.
[3].NATIONAL RESEARCH COUNCIL. Taking Science to School: Learning and Teaching Science in Grades K-8[M]. Washington DC: The National Academies Press, 2007: 217, 219.
[4].ALONZO A C, GOTWALS AW. Learning Progressions in Science: Current Challenges and Future Directions[M]. Springer Shop, 2012: 49.
[5].LINDESY MOHAN, JING CHEN, CHARLES W. Developing a Multiple-Year Learning Progre- ssion for Carbon Cycling in Socio- Ecological Systems [J]. Journal of Research in Science Teaching, 2009(6): 694-698.
[6].约瑟夫·克莱西克. 革命性的变化: 美国确立新一代科学教育框架[J]. 基础教育课程, 2013(1): 84-85.
[7].GALLAGHER J J. Teaching Science for Understanding [M]. New Jersey: Pearson Education Inc, 2007: 5-6.
[8].NATIONAL RESEARCH COUNCIL. A Framework for K-12 Science Education: Practice, Crosscutting Concept, and Core Idea[M]. Washington, D.C.: The National Academies Press, 2011.
[9].MOSHER F A. The Role of Learning Progressions in Standards-Based Education Reform[R]. CPRE Policy Brief, 2011(11): 1.

备注/Memo

备注/Memo:
基金项目:王宽诚教育基金会资助*通讯收稿日期:2014-09-10基金项目:王宽诚教育基金会资助*通讯作者简介:周勇(1967-),男,山东单县人,副教授/博士,主要
更新日期/Last Update: 2015-02-25