利用跨学科概念促进科学学习——基于美国与德国科学课程相关文本分析

Utilizing Crosscutting Concepts for Science Learning——An analysis of texts related to science curricula in the United States and Germany

跨学科概念是义务教育科学课程的重要组成部分,是对科学知识的高度抽象和概括,具有跨领域共通性、可迁移性和进阶性,概念之间既相对独立又彼此关联等特点。美国和德国作为全球最早将跨学科概念纳入科学课程标准,并付诸实践的国家,其对跨学科概念教与学的研究已较为成熟,在世界范围内产生了广泛且积极的影响。通过对两国科学课程标准等文件中跨学科概念相关内容的系统分析发现,两国利用跨学科概念加强科学学习的方式同中存异,美国更倾向于将跨学科概念与学科核心概念、科学与工程实践等科学学习的多个维度相结合,促进形成可用的知识;德国则更强调利用跨学科概念在各个科学领域和学科之间建立关联,促进形成整合的知识。两国都强调教师应为学生提供明确且连贯的教学支持,使跨学科概念真正成为科学课堂中具体且有意义的教学要素,促进学生在多年的科学学习中逐渐理解和有效运用跨学科概念。

and generalized representations of scientific knowledge,characterized by their commonality across disciplines,transferability,progressiveness,as well as both relative independence and interconnection among concepts.The United States and Germany,as pioneers in incorporating CCCs into science curriculum standards and implementing them in practice,have made significant and positive impacts worldwide through their research on CCCs teaching and learning.A systematic analysis of the science curriculum standards and related documents from both countries reveals similarities and differences in how they utilize CCCs to strengthen scientific learning.The United States tends to integrate CCCs with disciplinary core ideas and scientific practices to promote the formation of knowledge-in-use.Germany emphasizes utilizing CCCs to establish connections among various scientific fields and disciplines,facilitating the formation of integrated knowledge.Both countries emphasize the importance of providing explicit and coherent instructional support to students,enabling CCCs to become specific and meaningful teaching elements in science classrooms,and promoting students’gradual understanding and effective application of CCCs.