中韩现行小学科学课程标准比较研究

发布时间：2018-04-16 17:03

本文选题：小学科学 + 科学课程标准　；参考：《扬州大学》2015年硕士论文

【摘要】：本文通过研究现行我国《全日制义务教育科学(3-6年级)课程标准(实验稿)》与韩国2007年颁布的《科学课程标准(3-6年级)》,试图阐明两国科学课程标准之间的区别与联系,去其糟粕取其精华,以期为我国教育理论工作者提供行之有效的经验,完善科学课程标准,发展我国科学教育。20世纪以来,无论是发达国家和发展中国家都认识到了科学教育的重要性,也对本国家基础科学教育纷纷进行了大规模的改革,对科学课程标准的构建和完善都相当重视。科学课程标准的研究视角从国内拓展到国际范围,如果能从其它国家和地区汲取既先进又符合我国国情的内容,我国基础教育的发展将是质的飞跃。本论文导言包括研究背景、研究意义、文献综述、研究思路和方法、创新。正文内容共有3大章,可分为三个主体部分：第一章主要阐述了中国和韩国小学科学课程积极响应世界科学会议中“宣言”提出“通过经济、社会、文化、环境层面综合的可持续发展”以及“议题”中“新的课程、教学方法论和教学手段的开发要考虑多样性的基础上适应社会变化”的科学活动及课程的目标与重点,对中国科学课程标准演变进行简要梳理以及对韩国科学课程改革历史进行回顾并与予以简要分析；第二章对中韩两国小学科学课程标准的文本进行了分析与更细致地比较,依次为课程框架均较为完整但韩国科学课程作为“10年国民共同基本课程”更加连贯：课程性质的核心均为“科学素养”课程定位前者为“科学启蒙课程”后者概括为“科学行动”；课程目标依据布鲁姆三大领域目标分类详细比较；课程内容按照“科学探究”“情感态度价值观”“科学知识”三大板块对比分析；教学实施建议也分了三个小节“教学建议”“教材建议”“科学教学建议”阐释对比两国在教学中的差别；最后评价建议中提出“价值判断”是两国课程评价的核心比较内容,两国评价均摒弃了甄选等激进的目的顺应国际科学教育形式,由结果性评价转向过程性、体验性评价,但韩国科学课程评价更具针对性,反观中国科学课程评价相对宽泛模糊。在进行详细的比较后,本文在第三章提出了我国科学课程标准的启示,有待进一步思考的建议：改善课程编排体系连贯性、着重体现回归生活的课程理念、凝练情感态度价值观的目标、设置主题多学习量少的课程内容与探究活动、体现强化学生规避危险的安全意识。
[Abstract]:This paper tries to clarify the difference and relation between the current curriculum standard of "Science of Full-time compulsory Education" (Grade 3-6) and the Science Curriculum Standard (Grade 3-6) issued by South Korea in 2007, in order to clarify the difference and relationship between the standards of science curriculum of the two countries.In order to provide effective experience for our educational theorists, to perfect the science curriculum standard and to develop our country's science education since the 20th century,Both developed and developing countries have realized the importance of science education, have also carried out large-scale reform of basic science education in our country, and have attached great importance to the construction and improvement of science curriculum standards.The research angle of science curriculum standard is extended from domestic to international scope. If we can learn from other countries and regions the contents which are both advanced and in line with our national conditions, the development of basic education in our country will be a qualitative leap forward.The introduction of this paper includes the research background, significance, literature review, research ideas and methods, innovation.There are three chapters in the text, which can be divided into three main parts: the first chapter mainly expounds that the science curriculum of primary schools in China and Korea respond positively to the Declaration of the World Science Conference.The objectives and priorities of scientific activities and curricula for integrated and sustainable development of the environmental dimension "and the development of" new curricula, teaching methodologies and means of teaching on the basis of diversity and adaptation to social change ",The evolution of science curriculum standards in China and the history of science curriculum reform in Korea are reviewed and analyzed briefly. Chapter two analyzes and compares the texts of science curriculum standards in primary schools between China and Korea.In turn, the curriculum framework is relatively complete, but the Korean science curriculum is more coherent as the "10-year common basic curriculum": the core of the curriculum is "scientific literacy" curriculum, the former is "science enlightenment curriculum" and the latter is "science enlightenment curriculum".Summarized as "scientific action";The curriculum objectives are classified and compared according to Bloom's three major domain objectives, and the curriculum contents are compared and analyzed according to the "scientific inquiry", "emotional attitude and values" and "scientific knowledge".The teaching implementation suggestions are also divided into three sections, "teaching advice", "teaching material suggestion" and "science teaching suggestion" to explain and compare the differences in teaching between the two countries, and the final evaluation proposal points out that "value judgment" is the core content of curriculum evaluation between the two countries.Both countries abandon the radical purpose of selection and conform to the form of international science education, and change from result evaluation to process evaluation and experience evaluation, but Korean science curriculum evaluation is more targeted, while Chinese science curriculum evaluation is relatively broad and vague.After the detailed comparison, this paper puts forward the enlightenment of the science curriculum standard of our country in the third chapter, which needs further consideration: to improve the continuity of the curriculum arrangement system, to embody the curriculum idea of returning to life emphatically,The goal of condensing emotional attitude and values, setting up curriculum contents and inquiry activities with more subjects and less study amount, which can strengthen students' safety consciousness of avoiding danger.
【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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