70年来我国科学家参与中小学理科课程标准制定的模式研究

A Study of the Participation Patterns of Scientists in the Policy Making of Science Curriculum Standards and Curriculum Standards for Primary and Secondary Schools in China over the Past 70 Years

本文采用案例研究方法,选择了我国中小学理科课程标准的制定作为研究对象,通过收集各种文献资料,考察了新中国成立以来我国科学家参与中小学理科课程标准制定的历史变迁。研究发现:在历史上,我国科学家参与中小学理科课程标准制定的模式依次出现了:借力模式、阀门模式、外压模式、内参模式四种模式。进一步,我们提出思考与建议:尊重科学家作为利益相关者参与中小学理科课程标准制定的权力;建立科技界和教育界协同合作机制,促进科技团体参与中小学理科课程标准制定的体制化。

Adopting the case study method,this study selects the establishment of science curriculum standards for primary and secondary schools in China as the research object,and investigates the historical changes of Chinese scientists’participation in the making of those standards since the founding of new China.The results show that the participation patterns that have successively emerged include four types:the borrowing mode,the valve mode,the external pressure mode and the internal reference mode.This study further suggests that we should respect the right of scientists to participate in the making of science curriculum standards as stakeholders,and we should establish a collaborative cooperation mechanism between the scientific and technological circle and the educational circle in order to promote the institutionalization of the participation of the technological community in the formation of science curriculum standards.