| 美国社会科“探究弧”:内容、特征及启示 |
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| 引用本文： | 刘金松,李昕颖.美国社会科“探究弧”:内容、特征及启示[J].外国教育研究,2020(3):117-128. |
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| 作者姓名： | 刘金松 李昕颖 |
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| 作者单位： | 上海师范大学国际与比较教育研究院;山东师范大学教育学部 |
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| 基金项目： | 国家社会科学基金“十三五”规划2018年度教育学一般课题“美国社会科课程百年嬗变研究”(课题批准号:BEA180108)。 |
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| 摘 要： | 美国在《为大学、职业及公民生活做准备的社会科州立标准框架:提高K-12年级公民、经济、地理和历史学科严谨性的指导》(C3框架)中提出了推动探究在课程实施中落地的指导框架——"探究弧"。该框架围绕问题、概念、证据和行动四个维度对社会科课程的实施进行指导,意在通过探究增进学生对知识的理解,提升学生相关的学习能力,使学生为更好地参与未来生活做好准备。我国德育课程可以考虑借鉴"探究弧"将学生发展作为核心的理念及其在课程方案设计、跨学科教学实施和教学过程中多种能力融合培养等方面的经验,提升德育课程教学的效果。
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| 关 键 词： | 美国 社会科 指导框架 “探究弧” 德育课程 |
The"Inquiry Arc"in American Social Studies:Content,Features and Enlightenment |
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| LIU Jinsong,LI Xinying.The"Inquiry Arc"in American Social Studies:Content,Features and Enlightenment[J].Studies in Foreign Education,2020(3):117-128. |
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| Authors: | LIU Jinsong LI Xinying |
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| Institution: | (Research Institute for International and Comparative Education,Shanghai Normal University,Shanghai 200234,China;Department of Education,Shandong Normal University,Jinan 250014,China) |
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| Abstract: | The United States puts forward the"Inquiry Arc"as a guiding framework for promoting inquiry in curriculum implementation in The College,Career,and Civic Life(C3)Framework for Social Studies State Standards;Guidance for Enhancing the Rigor of K-12 Civics,Economics,Geography and History.The framework guides the implementation of social studies courses around the four dimensions of issues,concepts,evidence and actions,it is intended to enhance students'knowledge understanding through inquiry,and to improve students'learning ability,so that students can prepare for better participation in future life.China's moral education curriculum should draw on the concept of"Inquiry Arc"to take student development as the core,and learn from the curriculum design,interdisciplinary teaching implementation and the integration of various skills in the teaching process,so as to continuously improve the effectiveness of moral education curriculum. |
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| Keywords: | America Social Studies guiding framework "Inquiry Arc" moral education curriculum |
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