摘要
以《普通高中物理课程标准（实验）》、《美国国家科学教育标准》等为参照，从科学素养主题的视角，对中美高中物理教科书中量子理论部分进行定量分析和比较。结果表明：我国传统教科书中科学知识的比重偏高，不太关注学生对科学探究过程的体验。新教科书中科学知识的比重显著降低，更加关注学生的主动探究和科学史教育，但STS内容较少、范围较窄。美国教科书在科学探究和STS主题的处理方面做得较好。
Based on the physics curriculum standards of China and national science education standards of USA, this article examines the contents of nine senior high school physics textbooks used in the two countries on scientific literacy themes. In China, the traditional textbooks stress science as a body of knowledge, and place very little emphasis on science as a way of inquiring. The new ones pay more attention on science as a way of inquiring and thinking, but devote very little content to STS. The textbook used in USA provides us a good example of the proper treatment of scientific inquiry and STS themes.
出处
《课程．教材．教法》
CSSCI
北大核心
2012年第10期121-127,共7页
Curriculum，Teaching Material and Method
基金
江苏省教育科学“十一五”规划重点课题“中学科学本质教育的理论与实证研究”(课题批准号:B-b/2009/01104)的成果之一
关键词
科学素养
定量分析
中美物理教科书
量子理论
scientific literacy
quantitative analysis
physics textbooks used in China and USA
quantum theory
