中英初中物理课程标准对比研究
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摘要
面对世界物理课程改革的迅速发展及我国基础教育改革的日趋深入,我国的物理课程正面临着极大的挑战和机遇。在近百年世界课程改革的各次浪潮中,英国是积极的参与者,英国评价与资格联盟(AQA)在2007年颁布了《中等教育资格证—物理标准》,于2008年全国实施。
本文的研究问题主要有以下几点:(1)中英初中物理课程目的的异同点;(2)中英初中物理课程内容标准的异同点;(3)中英初中物理课程评价的异同点;(4)英国物理课程标准对我国物理课程改革的启示。通过对比研究当今中英两国初中物理课程标准的异同之处,根据英国初中物理课程标准的现状和我国长期以来初中物理课程标准的演变情况,结合教育部颁布的新的《全日制义务教育物理课程标准(实验搞)》,对两国物理课程目标、课程内容和课程评价进行全面、系统地研究和探讨。希望通过对比研究,对我国刚刚起步的物理课程标准能够做以补充和修正,同时优化物理课堂教学,促进学生科学素质的提升和全面发展。
在理论层面上,本研究可以弥补当前对中英物理课程标准对比研究的空白,为中学物理课程改革的发展提供帮助,也为教师物理课程理念的形成和物理教学的发展指明方向;在实践层面上,本研究可以为我国《全日制义务教育物理课程标准》的修订和完善提供依据;并提高物理教师课堂教学的效率;促进学生全面发展。
本文的研究过程主要经过以下几个阶段。首先,搜集与中英物理课程标准有关的文献进行翻译、研究和比较;其次,分别以两国《标准》中的课程目的、课程内容和课程评价为切入点,对两国《标准》这三个领域内容的异同点,优势与劣势进行对比研究,在此基础上,针对中国的物理课程改革,结合不同的内容标准分别提出了相应的改革建议。最后,归纳全文,总结出英国《标准》对我国物理课程改革的几点启示。
本研究得出的结论有以下几点。首先,在每个章节中提出了促进我国物理课程改革的一些建议。关于“课程目标”,提出“注重学生社会能力培养”、“注重学生公民意识、责任心和心理健康的教育”、“注重合作能力的培养”、“注重信息技术应用”的观点;关于“课程内容”,在“学科内容”里,提出“重视学生信息交流技术和物理教学整合的培养策略”、“重视物理图像的应用”、“注重抽象知识形象化的表达”、“扩大课程的广度”、“以问题引入课程内容的学习”的观点;在“科学探究”中,提出“加大物理实验室的利用”、“重视教师动手探究能力的培养”、“教师应从‘实践者'向‘研究者'转变”、“关注科学证据的社会性和制约性”、“丰富探究活动的多样性和数据呈现的多样性”。关于“课程评价”,提出“关注探究过程和实践能力评价”、“注重评价的客观性和开放性”、“评价注重公平性”、“评价要关注科学求实精神和理念的人文化”、“注重评价内容的独立性”。其次,提出了对我国《标准》的一些修改意见,如“整合我国《标准》中的能力目标和内容目标”、“丰富我国《标准》中的情感态度价值观目标”、“开发物理课程教学资源”、“大学和中学合作开发新课程”等。最后,简要阐述了英国《标准》对我国新一轮物理课程改革的启示,并提出了一些建议,如,加强大学和中学合作开发新课程;注重改变物理教师的教学观念;关注学生全面发展;物理课程内容的安排应贴近生活、贴近社会。
When the national physics curriculum reforms and the basic educational reforms are developing fast, Chinese physics curriculum is facing up to great challenge and opportunities. In the national curriculum reforms, England is an activity participant. The AQA published "General Certificate of Secondary Education—physics specification" in 2007, and decided to carry it out in 2008.
The thesis mainly does some research on the following questions: (1) Similarity and differences between two countries' physics curriculums' objectives. (2) Similarity and differences between two countries' physics curriculums' contents. (3) Similarity and differences between two countries' physics curriculum's assessments. (4) Inspiration from England's physics curriculum to Chinese physic curriculum. By making comparative study on physics curriculum criterions of Chinese and England's secondary school, according to England physics curriculum criterion's present situation and Chinese middle school physics curriculums' developments, then combining new "Full-time compulsory education physics curriculum criterion" to fully analyze, research and discuss the two countries' curriculum objectives, curriculum contents and curriculum assessments. Hoping after comparing, we can add and amend Chinese curriculum criterion, meanwhile optimizing physics teaching, accelerating the developments of students' science characters.
In theory, the thesis can summarize the blank in the two countries' physics curriculum comparing, and provide help to Chinese middle schools' curriculum reform, pointing out direction for teachers forming physics curriculum idea and physics teaching developments. In practice, the thesis can provide guidance for perfecting and amending 'Full-time compulsory education physics curriculum criterion', develope the efficiency in physic teaching and accelerate student's comprehensive developing.
The thesis mainly focuses on three parts. Firstly, collecting some documents relating to England physics curriculum criterion to translate, research and compare. Secondly, starting form the two countries curriculum objectives, contents and assessments to compare their differences, advantages and disadvantages, then give some responsive advices to Chinese physics reforms. At last, after summarizing the thesis and giving some inspiration to Chinese physics new curriculum reform.
The thesis' fruits are centered to three aspects in the thesis. Firstly, by comparing the two physics curriculum criterion's curriculum objectives, contents and assessments, we can put forwards some advices to stimulate physic curriculum reform. In curriculum objectives area, such as "emphasizing culturing students' social abilities", "paying attention to students' civic awareness, responsibility and mental health education", "emphasizing students' cooperation ability", "emphasizing the appliance of information and communication technology". In curriculum contents area, such as in subjects, it puts forwards "emphasizing the combination of information and physics teaching", "emphasizing the application of physic graphs", "emphasizing the expression of abstract knowledge to visualization knowledge", "expanding curriculum knowledge", "using question to introduce subject contents"; In the "inquiry", it poses that "making full use of lab", "emphasizing teachers' inquiry abilities" , "teachers changing the role from worker to researcher", "paying more attention to science's social and limitation character", "enriching inquiry activities and data expression's diversity"; In the curriculum assessments area, it puts forwards "concerning the inquiry process and inquiry assessments", "paying more attention to assessments' objectivity and openness", "emphasizing assessments fairness", "assessments caring about science's realistic spirit and humanity", "caring about assessments independence". Secondly, it puts forwards some suggestion on the amend of Chinese 'standard', such as "combining the content objectives and capacity objectives in Chinese 'criterion'", "enriching emotion, attitude and value in Chinese 'criterion'", "developing physics curriculum teaching source", "universities and middle schools cooperating to developing new curriculum". At last, the thesis gives some inspiration on the physics new curriculum reform and gives some advices, such as "reinforcing cooperation between universities and middle schools", "paying more attention to change teachers' idea", "paying more attention to students' all-around developments", "the physics contents arrangements should be close to life and society".
本文的研究问题主要有以下几点:(1)中英初中物理课程目的的异同点;(2)中英初中物理课程内容标准的异同点;(3)中英初中物理课程评价的异同点;(4)英国物理课程标准对我国物理课程改革的启示。通过对比研究当今中英两国初中物理课程标准的异同之处,根据英国初中物理课程标准的现状和我国长期以来初中物理课程标准的演变情况,结合教育部颁布的新的《全日制义务教育物理课程标准(实验搞)》,对两国物理课程目标、课程内容和课程评价进行全面、系统地研究和探讨。希望通过对比研究,对我国刚刚起步的物理课程标准能够做以补充和修正,同时优化物理课堂教学,促进学生科学素质的提升和全面发展。
在理论层面上,本研究可以弥补当前对中英物理课程标准对比研究的空白,为中学物理课程改革的发展提供帮助,也为教师物理课程理念的形成和物理教学的发展指明方向;在实践层面上,本研究可以为我国《全日制义务教育物理课程标准》的修订和完善提供依据;并提高物理教师课堂教学的效率;促进学生全面发展。
本文的研究过程主要经过以下几个阶段。首先,搜集与中英物理课程标准有关的文献进行翻译、研究和比较;其次,分别以两国《标准》中的课程目的、课程内容和课程评价为切入点,对两国《标准》这三个领域内容的异同点,优势与劣势进行对比研究,在此基础上,针对中国的物理课程改革,结合不同的内容标准分别提出了相应的改革建议。最后,归纳全文,总结出英国《标准》对我国物理课程改革的几点启示。
本研究得出的结论有以下几点。首先,在每个章节中提出了促进我国物理课程改革的一些建议。关于“课程目标”,提出“注重学生社会能力培养”、“注重学生公民意识、责任心和心理健康的教育”、“注重合作能力的培养”、“注重信息技术应用”的观点;关于“课程内容”,在“学科内容”里,提出“重视学生信息交流技术和物理教学整合的培养策略”、“重视物理图像的应用”、“注重抽象知识形象化的表达”、“扩大课程的广度”、“以问题引入课程内容的学习”的观点;在“科学探究”中,提出“加大物理实验室的利用”、“重视教师动手探究能力的培养”、“教师应从‘实践者'向‘研究者'转变”、“关注科学证据的社会性和制约性”、“丰富探究活动的多样性和数据呈现的多样性”。关于“课程评价”,提出“关注探究过程和实践能力评价”、“注重评价的客观性和开放性”、“评价注重公平性”、“评价要关注科学求实精神和理念的人文化”、“注重评价内容的独立性”。其次,提出了对我国《标准》的一些修改意见,如“整合我国《标准》中的能力目标和内容目标”、“丰富我国《标准》中的情感态度价值观目标”、“开发物理课程教学资源”、“大学和中学合作开发新课程”等。最后,简要阐述了英国《标准》对我国新一轮物理课程改革的启示,并提出了一些建议,如,加强大学和中学合作开发新课程;注重改变物理教师的教学观念;关注学生全面发展;物理课程内容的安排应贴近生活、贴近社会。
When the national physics curriculum reforms and the basic educational reforms are developing fast, Chinese physics curriculum is facing up to great challenge and opportunities. In the national curriculum reforms, England is an activity participant. The AQA published "General Certificate of Secondary Education—physics specification" in 2007, and decided to carry it out in 2008.
The thesis mainly does some research on the following questions: (1) Similarity and differences between two countries' physics curriculums' objectives. (2) Similarity and differences between two countries' physics curriculums' contents. (3) Similarity and differences between two countries' physics curriculum's assessments. (4) Inspiration from England's physics curriculum to Chinese physic curriculum. By making comparative study on physics curriculum criterions of Chinese and England's secondary school, according to England physics curriculum criterion's present situation and Chinese middle school physics curriculums' developments, then combining new "Full-time compulsory education physics curriculum criterion" to fully analyze, research and discuss the two countries' curriculum objectives, curriculum contents and curriculum assessments. Hoping after comparing, we can add and amend Chinese curriculum criterion, meanwhile optimizing physics teaching, accelerating the developments of students' science characters.
In theory, the thesis can summarize the blank in the two countries' physics curriculum comparing, and provide help to Chinese middle schools' curriculum reform, pointing out direction for teachers forming physics curriculum idea and physics teaching developments. In practice, the thesis can provide guidance for perfecting and amending 'Full-time compulsory education physics curriculum criterion', develope the efficiency in physic teaching and accelerate student's comprehensive developing.
The thesis mainly focuses on three parts. Firstly, collecting some documents relating to England physics curriculum criterion to translate, research and compare. Secondly, starting form the two countries curriculum objectives, contents and assessments to compare their differences, advantages and disadvantages, then give some responsive advices to Chinese physics reforms. At last, after summarizing the thesis and giving some inspiration to Chinese physics new curriculum reform.
The thesis' fruits are centered to three aspects in the thesis. Firstly, by comparing the two physics curriculum criterion's curriculum objectives, contents and assessments, we can put forwards some advices to stimulate physic curriculum reform. In curriculum objectives area, such as "emphasizing culturing students' social abilities", "paying attention to students' civic awareness, responsibility and mental health education", "emphasizing students' cooperation ability", "emphasizing the appliance of information and communication technology". In curriculum contents area, such as in subjects, it puts forwards "emphasizing the combination of information and physics teaching", "emphasizing the application of physic graphs", "emphasizing the expression of abstract knowledge to visualization knowledge", "expanding curriculum knowledge", "using question to introduce subject contents"; In the "inquiry", it poses that "making full use of lab", "emphasizing teachers' inquiry abilities" , "teachers changing the role from worker to researcher", "paying more attention to science's social and limitation character", "enriching inquiry activities and data expression's diversity"; In the curriculum assessments area, it puts forwards "concerning the inquiry process and inquiry assessments", "paying more attention to assessments' objectivity and openness", "emphasizing assessments fairness", "assessments caring about science's realistic spirit and humanity", "caring about assessments independence". Secondly, it puts forwards some suggestion on the amend of Chinese 'standard', such as "combining the content objectives and capacity objectives in Chinese 'criterion'", "enriching emotion, attitude and value in Chinese 'criterion'", "developing physics curriculum teaching source", "universities and middle schools cooperating to developing new curriculum". At last, the thesis gives some inspiration on the physics new curriculum reform and gives some advices, such as "reinforcing cooperation between universities and middle schools", "paying more attention to change teachers' idea", "paying more attention to students' all-around developments", "the physics contents arrangements should be close to life and society".
引文
[1]李新乡.物理教学论[M].北京:科学出版社,2005:23-25.
[2]孟昭辉.物理课程与教学论[M].长春:东北师范大学出版社,2005:24.
[3]圣黎.国内外中学物理课程标准对比研究[D].上海:华东师范大学,2004.
[4]刘长明.中、美初中学段数学课程标准的比较研究[D].吉林:东北师范大学,2003.
[5]乔际学.物理学科教育学[M].北京:首都师范大学出版社,1999:123-124.
[6]郭玉英.物理比较教育[M].南宁:广西教育出版社,2005:39-40,138-140,59-50.
[7]张向红.新课程改革下物理教师的适应策略[D].南昌:江西师范大学,2006.
[8]李来政.现代基础物理教育学[M].武汉:华中师范大学出版社,2004:26.
[9]度静.物理课程标准与物理大纲的比较[J].惠州学院学报(自然科学版),2004,24(6):104-108.
[10]胡炳元.物理课程与教学论[M].杭州:浙江教育出版社,2003:6-8.
[11]熊艳.中英小学科学课程标准比较研究[D].北京:首都师范大学,2006.
[12]赵保钢.英国GCE物理课程科学探究能力评价的特点[J].课程教材教法,2005,25(9):93-96.
[13]胡献忠.新版英国《国家科学教育课程标准》及其启示[J].全球教育展望,2001,(3):44-49.
[14]陈彦芬.中英现行理科教学大纲的比较[J].学科教育,1999,(12):45-49.
[15]谷秀娥.科学课程目标研究[D].大连:辽宁师范大学,2001.
[16]http://www.qca.org.uk/default.aspx
[17]http://www.aqa.org.uk/
[18]http://store.aqa.org.uk/qual/pdf/ AQA-4451-W-SP-08.PDF
[19]中华人民共和国教育部制定.全日制义务教育物理课程标准(实验稿)[S].北京:北京师范大学出版社,2003.
[20]AQA-PHY1AP-W-QP-MAR08.PDF
[21]李乘德.教学论[M].北京:人民教育出版社,1991:75.
[22]何克抗.建构主义—革新传统教学的理论基础[J].学科教育,1998,(3):22-23.
[23]黄希庭.认知心理学[M].北京:中国轻工业出版社,2000:56.
[24]陈彦芬.英国国家科学课程标准中的科学探究[J].上海教育科研,2005,33- 35.
[25]张论.控制变量法在初中物理教学中的应用[J].宿州教育学院学报,2008,11(3):118-119.
[26]马明朋.课标下初中物理探究式教学的研究[D].武汉:华中师范大学,2006.
[27]马永双.理科师范生科学探究能力发展的研究[D].北京:首都师范大学,2007.
[28]柳利军.我国科学探究教学的研究现状及思考[D].长春:东北师范大学,2008.
[29]廖伯琴.中学物理课程改革的目标与实施[M].北京:高等教育出版社,2003:208-210.
[30]胡波.合作:新课程对教师的新要求[J].课程教材教法,2004,24(7):79-83.
[31]周青.综合性、探究性与STS教育思想的贯彻—评英国纳菲尔德中学化学教材的特点[J].中学化学教学参考,2003,(8):44-46.
[32]吴芳.高中物理教材(physics)融合STS-EL教育之管窥[J].物理教师,2007,28(1):60-61.
[2]孟昭辉.物理课程与教学论[M].长春:东北师范大学出版社,2005:24.
[3]圣黎.国内外中学物理课程标准对比研究[D].上海:华东师范大学,2004.
[4]刘长明.中、美初中学段数学课程标准的比较研究[D].吉林:东北师范大学,2003.
[5]乔际学.物理学科教育学[M].北京:首都师范大学出版社,1999:123-124.
[6]郭玉英.物理比较教育[M].南宁:广西教育出版社,2005:39-40,138-140,59-50.
[7]张向红.新课程改革下物理教师的适应策略[D].南昌:江西师范大学,2006.
[8]李来政.现代基础物理教育学[M].武汉:华中师范大学出版社,2004:26.
[9]度静.物理课程标准与物理大纲的比较[J].惠州学院学报(自然科学版),2004,24(6):104-108.
[10]胡炳元.物理课程与教学论[M].杭州:浙江教育出版社,2003:6-8.
[11]熊艳.中英小学科学课程标准比较研究[D].北京:首都师范大学,2006.
[12]赵保钢.英国GCE物理课程科学探究能力评价的特点[J].课程教材教法,2005,25(9):93-96.
[13]胡献忠.新版英国《国家科学教育课程标准》及其启示[J].全球教育展望,2001,(3):44-49.
[14]陈彦芬.中英现行理科教学大纲的比较[J].学科教育,1999,(12):45-49.
[15]谷秀娥.科学课程目标研究[D].大连:辽宁师范大学,2001.
[16]http://www.qca.org.uk/default.aspx
[17]http://www.aqa.org.uk/
[18]http://store.aqa.org.uk/qual/pdf/ AQA-4451-W-SP-08.PDF
[19]中华人民共和国教育部制定.全日制义务教育物理课程标准(实验稿)[S].北京:北京师范大学出版社,2003.
[20]AQA-PHY1AP-W-QP-MAR08.PDF
[21]李乘德.教学论[M].北京:人民教育出版社,1991:75.
[22]何克抗.建构主义—革新传统教学的理论基础[J].学科教育,1998,(3):22-23.
[23]黄希庭.认知心理学[M].北京:中国轻工业出版社,2000:56.
[24]陈彦芬.英国国家科学课程标准中的科学探究[J].上海教育科研,2005,33- 35.
[25]张论.控制变量法在初中物理教学中的应用[J].宿州教育学院学报,2008,11(3):118-119.
[26]马明朋.课标下初中物理探究式教学的研究[D].武汉:华中师范大学,2006.
[27]马永双.理科师范生科学探究能力发展的研究[D].北京:首都师范大学,2007.
[28]柳利军.我国科学探究教学的研究现状及思考[D].长春:东北师范大学,2008.
[29]廖伯琴.中学物理课程改革的目标与实施[M].北京:高等教育出版社,2003:208-210.
[30]胡波.合作:新课程对教师的新要求[J].课程教材教法,2004,24(7):79-83.
[31]周青.综合性、探究性与STS教育思想的贯彻—评英国纳菲尔德中学化学教材的特点[J].中学化学教学参考,2003,(8):44-46.
[32]吴芳.高中物理教材(physics)融合STS-EL教育之管窥[J].物理教师,2007,28(1):60-61.