我国中学物理课程目标价值取向的量化分析

Quantitative Analysis of the Value Orientation of the Middle School Physics Curriculum Objectives in China

中学物理教学大纲（课程标准）中的“教学目的（课程目标）”标明了教学大纲（课程标准）制定者对学生的培养期许，是中学物理课程政策价值取向的重要体现。在Roberts和魏冰的研究工作基础之上，从“学科发展”“社会发展”和“学生发展”3个维度，构建了中学物理课程目标价值取向的分析框架。在形成分析框架之后，研究选取了从1950年至2011年间12个具有代表性的中学物理教学大纲（课程标准）作为研究样本，采用课程目标词频编码、行为动词赋值等方法，定量统计分析了我国历版中学物理课程标准（教学大纲）中的“课程目标”价值取向，从而探讨我国中学物理课程政策价值取向的变迁。研究表明：我国中学物理课程政策一直以来都较为强调“学科发展”取向；1986年以后，随着国内义务教育的推行以及国际上“科学为大众”教育理念的影响，以“学生发展”为本的价值取向开始凸显出来；“社会发展”价值取向在历史上出现了“钟摆现象”，而“社会发展”价值取向的内涵也随着时代的发展不断丰富。

The middle school physics teaching syllabus （curriculum standards） in ＂teaching objective （curriculum goal）＂ showing the syllabus （curriculum standards） makers＇ expectations for students, is an important manifestation of the value orientation of high school physics curriculum policy. Based on Roberts and Wei Bing＇s researches, this research established the analytical framework of middle school physics curriculum goals and values from dimensions of ＂the discipline development＂, ＂social development＂ and ＂student development＂, studied 12 Physics Syllabus from 1950 to 2011. By using the method of course target frequency encoding, behavior verb assignment, this research conducted quantitative statistical analysis of our previous high school physics curriculum standard （Syllabus） in ＂curriculum objectives＂ value orientation, to explore China＇s policy to the middle school physics curriculum The change of value orientation. The study shows that China＇s middle school physics curriculum policy value has been emphasized ＂development orientation＂; after 1986, with the implementation of compulsory education in domestic and international influence of ＂science for public education＂ concept, with ＂student development＂ as the value orientation to highlight; ＂the value orientation of social development＂ appeared ＂pendulum phenomenon＂ in history, ＂the connotation of value orientation of social development＂ with the development of the times and constantly enrich.