教科书上的传染病——中美英科学防疫教育比较研究

Infectious Diseases in Textbooks——Comparative Study on Scientific Epidemic Prevention Education among China,the United States and the United Kingdom

教科书确定了什么才是值得传承下去的精华和合法的文化。在新冠肺炎疫情防控背景下,我们选取中美英三国初中科学教科书作为代表,检讨教科书中有关预防传染病教育内容,检视国际科学教育领域有关预防传染病教育的内容以及科学防疫教育问题。研究发现:三国课程标准在学科体系、传染病学习目标、传染病学习内容以及实施建议上存在明显差异;三版教科书传染病内容的完整程度、呈现顺序以及组织序列基本相同;英国版所提及的传染病种类最多,且介绍的各种传染病最具体;中国版和美国版的认知和情感目标水平高于英国版;中国版和美国版教科书体现的教学方法比英国版更丰富;三版教科书的习题背景均以无背景题为主,且都仅有为数不多的习题达到了分析、评价和创造这三个高阶认知水平。改进建议:重视防疫教育,加强传染病教育模块;更新教材内容,预防新发重大疫病;认知情感融合,促进高阶学习;优选教学方法,丰富学习经验;改进习题背景,提高学业水平。

Textbooks identify what essence and legal culture is worth inheriting. Under the background of COVID-19 epidemic prevention and control, we select junior high school science textbooks from China, the United States and the United Kingdom, discuss the education contents on infectious diseases prevention in the textbooks of these countries, and review the education contents on infectious diseases prevention in international science education field and issues on scientific epidemic prevention education. The findings show: the curriculum standards of textbooks from the three countries have significant differences in subject system, learning objectives and learning contents of infectious diseases and implementation suggestions;The integrity, presentation sequence and organization sequence of the contents on infectious diseases in these three versions of textbooks are almost the same;Chinese version mention the most types of infectious diseases, the introduction on all types of infectious diseases is the most specific in the British version;The cognition and emotional goal level of the Chinese and the American versions are higher than that of the British version;The teaching methods adopted in the Chinese and American versions are richer;The exercises in the textbooks of these three versions are mainly non-background questions and there are only a few exercises reach the three advanced cognitive levels of analysis, evaluation and creation. Suggestions: Attach importance to epidemic prevention education and strengthen the education module of infectious diseases;update teaching contents and prevent occurrence of new major diseases;integrate emotion with cognition and promote advanced learning;optimize teaching methods and enrich learning experience;improve the background of exercises and academic achievements.