摘要
比较分析了新中国历次中学物理课程标准(教学大纲)在知识、能力、情感态度与价值观目标上的变化,阐明了物理课程目标变化的原因,构画出我国物理课程从学科本位、知识本位向从"知识与技能"、"过程与方法"、"情感态度与价值观"方面关注学生发展的转变轨迹;并探讨了3方面的问题:一是从"知识与技能"、"过程与方法"、"情感态度与价值观"理论层面讨论物理学的教育价值;二是通过对我国物理课程目标沿革的反思,讨论我国物理必修课程目标的合理定位;三是基于我国各地情况差异大、社会对人才需求多样性以及学生个性和需求多样性的现实,探讨物理课程目标多样化的问题.
Changes of objectives,expressed within domains of knowledge,abilities,emotion and attitude and values,of physics curriculum issued since the founding of the People Republic of China were analyzed and reasons for these changes were elaborated.The changs were sketched out from knowledge-based and subject-based physics curriculum to the student-development-based one. Several important issues about physics curriculum were also discussed. One is about value of physics education from the view of three dimensions which are knowledge and skill, process and method, emotion and attitude and values. Another is about orientation of the compulsive physics curriculum for middle school students in China. Still another is about diversities of the physics curriculum in order to meet the varied needs of students and their development and different demands of the society.
出处
《浙江师范大学学报（自然科学版）》
CAS
2004年第1期96-101,共6页
Journal of Zhejiang Normal University:Natural Sciences
关键词
物理课程
课程目标
情感态度
价值观
科学素养
知识
技能
physics curriculum
curriculum objectives
knowledge and skill
process and method
emotion and attitude and values
scientific literacy
