【作者】 周琳；

【导师】 闫寒冰；

【作者基本信息】 华东师范大学 ， 教育技术学， 2019， 硕士

【摘要】 随着人类的不断进步和经济的快速发展,社会对复合型、创新型人才的需求越来越大。人们逐渐认识到:适应未来社会的人才不仅应该具备某一学科的专业素质,更应该具备跨学科的融通能力和创新能力。教育承载着为人类社会培养人才的重要使命,社会需求的变化与发展影响着教育的价值取向与目标定位。近年来,通过跨学科的教学实践与问题解决来培养复合型、创新型人才已成为教育界的一种共识。在中小学阶段,STEM、创客教育等方兴未艾,成为培养学生综合素质的重要方式。由于学校中固有学科配置的限制,很多学校都将STEM嫁接于“科学”学科之中,使科学学科成为了开展跨学科创新教育的试验田、先行者,中国如此,美国也是如此。由于美国的科学教育起步较早,对其课程内容与活动设置的研究将有助于提升我国科学课程的跨学科属性与创新能力培养品质。教材是课程开展的重要载体,它为分析课程内容与活动设计提供了相对稳定的、客观的研究载体。为此,本研究以中美教材的比较分析为切入口,选取了美国加利福尼亚州六年级科学教材SCIENCE A CLOSER LOOK(G6)和我国教育科学出版社六年级科学教材作为对比研究对象。基于STEM教育理念,运用美国STE@M金字塔型结构框架作为编码统计工具,研究中美两国科学教材跨学科知识整合、知识点分布和活动性知识点对比的差异性。从而在跨学科和创新能力培养两个方面,分析我国科学教材的改进空间,为其优化发展提供可参考的建议。本研究包括以下六个部分:第一部分:对本研究的背景和研究意义进行论述,说明本研究的研究方法以及研究工具。第二部分:阐述STEM教育概念,调研分析中美两国STEM教育发展现状以及我国科学教材对比研究情况,论证了从STEM视角来进行教材跨学科和创新能力培养的合理性。第三部分:详细阐述研究问题、研究对象以及研究过程,运用美国STE@M金字塔型结构框架作为编码工具,对美国科学教材和我国科学教材进行知识点编码、数据统计;运用布鲁姆认知教育分类法统计活动性知识点认知层次等。第四部分:在第三部分的基础上,从中美两国科学教材的跨学科知识整合、知识点分布、活动的情境格局以及认知深度等方面的差异性进行对比分析。第五部分:基于数据处理及分析结果,得出研究结论。中美两国科学教材在跨学科知识整合深度、问题情境的丰富度、活动设置的情景格局和认知深度均存在较大差异。第六部分:在跨学科背景下,借鉴美国科学教材特色,为我国科学教材的优化发展提供可参考的建议,包括扩大情境格局、丰富内容设计、加强高级认知水平内容以及加强配套资源的丰富性与针对性等。虽然教材只是课程品质的一个要素,但是见微知著,从对中美教材的分析中,本研究发现了若干有价值的建议,期待对我国的科学教材编写、乃至科学课程的开展起到有意义的借鉴作用。更多还原

【Abstract】 With the progress of mankind and the rapid development of social economy,the demand for talents becomes more and more diversified and complicated.Modern society needs talents not only with professional quality of a certain discipline,but also with interdisciplinary professional quality.Education carries the important mission of cultivating talents for the human society,and the change and development of social demands affect the value orientation and goal orientation of education.In recent years,it has become a consensus in the education circles to cultivate compound and innovative talents through interdisciplinary practice teaching and problem solving.In primary and secondary schools,STEM and Maker Education are in the ascendant,becoming an important way to cultivate students’ comprehensive quality.Due to the restriction of the inherent subject allocation in schools,many schools graft STEM into the "science" subject,making the science subject become the experimental field and pioneer for carrying out interdisciplinary innovative education,as is the case in China and the United States.Since science education started early in the United States,the study of its curriculum content and activity setting will help to improve the interdisciplinary nature of science curriculum and the quality of cultivating innovation ability.Textbook is an important carrier of curriculum development,which provides a relatively stable and objective research carrier for the analysis of curriculum content and activity design.For this reason,this study selected SCIENCE A CLOSER LOOK(G6),A sixth grade SCIENCE textbook from California,USA,and the sixth grade SCIENCE textbook from education SCIENCE press of China as the objects of comparative study.Based on the idea of STEM education,the American STE@M pyramid structure framework was used as a coding statistical tool to study the difference between Chinese and American science textbooks in interdisciplinary knowledge integration,knowledge distribution and comparison of active knowledge.This paper analyzes the improvement space of science textbooks in China from the two aspects of interdisciplinary and innovative ability cultivation,and provides some Suggestions for its optimization and development.This paper is divided into the following six parts: Part I: discuss the background and significance of this study,and explain the research methods and tools of this study.Part II: expounding the concept of STEM education,investigating and analyzing the development status of STEM education in China and the United States as well as the comparative study of science textbooks in China,and demonstrating the rationality of cultivating the interdisciplinary and innovative ability of textbooks from the perspective of STEM.Part III elaborate the research problem,the research object and the research process,and use American STE@M pyramid structure framework as the coding tool to encode knowledge points and make statistics for American science textbooks and Chinese science textbooks.Bloom’s classification of cognitive education was used to calculate the cognitive levels of active knowledge points.Part IV: on the basis of part iii,comparative analysis is made on the interdisciplinary knowledge integration,knowledge distribution,activity situation pattern and cognitive depth of science textbooks in China and the United States.Part V: based on the data processing and analysis results,the conclusion is drawn.There are great differences between Chinese and American science textbooks in the depth of interdisciplinary knowledge integration,the richness of problem situations,the situational pattern of activity setting and the depth of cognition.Part VI: under the interdisciplinary background,draw lessons from the characteristics of American science textbooks to provide Suggestions for optimizing the development of Chinese science textbooks,including expanding the situation pattern,enriching the content design,strengthening the content of advanced cognitive level,and strengthening the richness and pertinence of supporting resources.Although the textbook is only an element of the quality of the curriculum,from the analysis of Chinese and American textbooks,this study found some valuable Suggestions,which are expected to play a significant role in the compilation of Chinese science textbooks and even the development of science curriculum.更多还原