Education revolution in American basic science

下面为大家整理一篇优秀的essay代写范文- Education revolution in American basic science，供大家参考学习，这篇论文讨论了美国基础科学教育变革。在现代西方科学教育的变革发展历程中，美国的科学教育颇具代表性，自20世纪50年代以来，它所进行的科学教育变革持续不断，如60年代的科学教育现代化运动，70年代的回归基础运动，80年代的STS教育，90年代的以科学素养为中心、世纪之交的教育标准化运动。这些推进科学教育革新的运动，不仅对美国的中小学科学教育变革产生了深刻的影响，而且也对世界其他国家的科学教育改革产生了广泛的影响。

In modern western science education reform development, science and education in the United States representative, since the 1950 s, it has done for science education reform continuously, such as science education modernization movement in the '60 s, 70 s based movement, the return of the STS education in the 80 s, 90 s, the standardization of education at the turn of the century for the center with scientific literacy movement. This series of movements aimed at promoting the innovation of scientific education not only have a profound impact on the reform of scientific education in primary and secondary schools in the United States, but also have a broad impact on the reform of scientific education in other countries around the world. Therefore, it is helpful for us to understand the characteristics and trends of education development in modern western science and provide us with referential experience and lessons by looking into the process of education reform in American science.

Among the four large-scale education reform movements in the United States, the one with the largest scale and the widest scope is the scientific education modernization and innovation movement originated in the late 1950s. The main purpose of this reform movement is to reform the mathematics and science courses in primary and secondary schools, so as to find effective ways to train "scientific elites". Because the reform movement attaches great importance to curriculum innovation. Therefore, it is also called curriculum modernization movement or discipline structure innovation movement.

The rise of scientific education modernization movement has a profound social and historical background. After World War II, the world economy began to recover, science and technology made rapid progress, and a large number of new disciplines and theories emerged one after another. Science and technology became the fundamental driving force for social and economic development. This rapid development is bound to require the corresponding science. However, in a period of time after the war, American science education did not change much in terms of teaching content and teaching methods. Dewey's pragmatic education thought still had an impact. "child-centered" and life-oriented education were still the basic concepts of American primary and secondary school curriculum setting. According to a 1951 survey of the federal education department, the U.S. national middle and primary school learning content, ignore the system theory knowledge teaching, set up the disciplines as many as 247 species, students cannot learn all courses, hence the credit system and course selection system, but students will evade, elementary save Labour, easy good score of subjects, education quality greatly reduced, and the former Soviet union attaches great importance to basic education and basic research, accelerate talents growth, cultivate and develop the cutting-edge science and technology to form the sharp contrast.

In 1957, the Soviet union successfully launched man's first man-made earth satellite, which showed great achievements in the development of science and technology. This is a huge challenge for the western countries, the American government and opposition were shocked, the call for accelerating the scientific education innovation rang throughout the country. Therefore, a scientific education modernization movement was launched in the late 1950s, aiming at meeting the scientific and technological challenges brought about by the satellite launch of the former Soviet union, safeguarding the hegemony of the United States and cultivating "outstanding talents".

Conant's essentialism, bruner's structuralism, schwab's thought of inquiry teaching. It provides the guiding ideology for the reform movement of science and education. They criticized the education thought of progressivism and advocated restoring academic standards and paying attention to IQ. Corant pointed out that basic education should attach importance to academic knowledge of arts and sciences and basic skills training. The real purpose of education is to cultivate cutting-edge scientific and technological talents to adapt to the new requirements of modern American social and economic development and domestic and foreign policies. The main influence of structuralist education theory is on the curriculum. Bruner emphasized the importance of curriculum and textbook structure, and required that the curriculum should be designed according to the basic structure of knowledge. He proposed that "the basic principles of any subject can be taught to people of any age in some form", and required that the subject content of schools at all levels should be decentralized level by level, so as to improve the depth and breadth of knowledge learning. He also put forward the model of "spiral" course design, and put emphasis on inspiration and induction, and cultivate students' ability of active thinking and exploration as an important principle guiding teaching. Schwab published the article "science teaching of inquiry" and put forward the far-reaching thought and methodology of "inquiry teaching". Psychologist garnier demonstrated "inquiry teaching" theoretically, making inquiry method and discovery method become the most important and influential teaching method in the education reform of American science at that time.

In this reform, a large number of teaching materials reflecting the views and requirements of modern science have emerged, such as science curriculum improvement learning by Lawrence science museum and science -- a process method by the American association for the advancement of science. Education development center, elementary school science learning, and so on, and PSSC physics. CHEM chemistry, CBA chemistry and a series of science courses.

Throughout the scientific education modernization movement, you can see, their success is that the update and change the education conception, vigorously promote the primary and secondary school science curriculum and the innovation of teaching content, at the same time, creating a series of new teaching methods, to enhance students' mastery of academic knowledge, improve the exploring ability, reverse the low quality of education, to cope with the rapid development of science and technology bring to the school's science education challenge has played a positive role. The innovation movement of science education also had a positive impact on the world, the British made nuffield science curriculum reform, in Germany, root SheYin and krogh founded the teaching of "paradigm", Japan "science education modernization" directly in junior high, high school, teaching outline, reflected in the opening lecture "science education modernization" and so on.

But the reform movement was widely regarded as a failure. Given up about the cause of it and push is elitist education, limited to science education aims to cultivate scientists and engineers, academic flavor is too thick, the course content to be high, refined, deep and ignore the basic knowledge of basic skills, only to adapt to the need of a few top students, and neglect the lower level students accept ability and psychological needs, make quite a proportion of the students lost knowledge learning confidence and interest in science. From the perspective of teaching, it adopts the "center-edge" mode, that is to say, the goal of the course is set by the experts of the center, and then they take charge of the development and dissemination of the course, while the implementation of the course is carried out by the front-line teachers in the "edge" position. Therefore, teachers' enthusiasm cannot be mobilized, and they are in a passive position, lacking opportunities for curriculum research and awareness of participation. Teachers only teach against textbooks, but ignore teachers' knowledge, methods and ideas. Teaching activities are equivalent to the simple mechanical tasks of technicians, and teachers lack the passion for high-quality teaching.

From the early 1970s to the late 1970s, the United States launched the second post-war scientific education reform, known as the return to the basic movement. This is a spontaneous education reform movement, which advocates that from the academic center in the 1960s, we should return to focus on the foundation, which is the basic ability cultivation with 3R, S and 3PS as the core.

The rise of the return to the basic movement is a reflection on the modernization movement of science education. First, people begin to think about education mode that is more suitable for social development. Although the scientific education modernization movement has made some achievements, by the end of the 1960s, some prominent problems began to be exposed. The reasons are mainly as follows: first, the reform of mathematical and scientific disciplines was emphasized while the social sciences were neglected, which made it difficult to cultivate all-round talents. Students can not adapt to the needs of science and technology and social development; Secondly, the new science teaching materials excessively pursue the high difficulty and modernization of the content, and neglect the training of basic skills, so that students lack basic knowledge and basic skills; Third, the reform mainly focuses on a few outstanding students who can study in universities in the future, but ignores the needs of the majority of students, which leads to the polarization of students and the decline of teaching quality. Fourthly, only a few trained teachers can use and explain the teaching materials, and most teachers can't get the training and still use the old teaching materials and methods to teach. All sorts of reasons show that education reform carried out in the 1960s has many defects and can no longer meet the needs of the developing society. Therefore, the restoration of basic teaching becomes the best choice after people rethink.

Secondly, the social and economic development background at that time made science education choose the direction of "returning to the foundation". In the 1970s, the American society was in turmoil. At that time, the world energy crisis broke out. The domestic inflation in the United States was serious and the unemployment rate was rising. The struggle against the Vietnam war intensified, and racial tensions increased. The school is also relatively chaotic, student unrest, drug abuse and other occurrences. The sense of crisis caused by the successful launch of a satellite from the former Soviet union and the call for improving academic standards were covered up by the increasing social contradictions and crises. At the same time, because the United States was the first to land on the moon in the former Soviet union, people once turned their attention from excessively focusing on the development of high technology to the increasingly fierce social problems. In the face of complex and intractable social problems, people cannot help but question the effect of the scientific education reform in the 1960s: can the students trained in this way be able to solve problems well? How do those students who have not received any professional education training in school find employment? How can students who lack basic scientific knowledge and skills adapt to the needs of society? In 1972, UNESCO published the research report "learning to survive -- education world today and tomorrow", which proposed the idea of lifelong education. Under the influence of this idea, ma LAN, director general of education in the United States, put forward the idea of livelihood education. Emphasizing that ordinary education should be combined with professional education, many technical courses have been offered, such as short-term courses on agriculture and natural resources, communication, media and social life. At the same time, the livelihood education also adopted many new teaching methods: 1. In terms of curriculum, the return to basic movement has brought about great changes in two aspects. First, it attaches importance to the teaching of basic scientific knowledge, emphasizes the close connection between scientific concepts and scientific applications, and attaches great importance to the adaptation of education to the needs of science and technology and social development. It has become a new trend to attach importance to the interdisciplinary and interdisciplinary courses. In the 1970s, science courses expanded the scope of content, including not only the necessary basic scientific knowledge and basic skills, but also the interdisciplinary and comprehensive degree of learning content. Contents closely related to scientific and technological issues in society were incorporated into the curriculum content system. Among them, the most representative ones are "interdisciplinary chemistry" developed by the university of Maryland, "interdisciplinary environment education" developed by the university of Florida, "environmental education program" developed by the university of Wisconsin, etc. At the same time, some problem-centered short-term courses have mushroomed. In terms of teaching and learning methods, this period advocated target teaching, made every effort to operationalize the education goal of science, and advocated the establishment of an emotional connection between teachers and students in teaching. Teachers should create vivid scenes to stimulate students' learning.

As for the results of the "return to basics" campaign, people later evaluated it as "having some advantages and many disadvantages". The campaign is conducive to the cultivation of a number of reading and writing and computer application ability of students, is conducive to overcoming the phenomenon of loose school discipline, is conducive to the elimination of the curriculum congestion of a variety of elective courses, so that students concentrate on learning important compulsory courses. But others have sharply criticized the movement, arguing that oversimplified science courses fail to properly prepare students for university study, which leads to students' concentration on traditional science, chemistry, biology and geography courses and low scores in college entrance exams. This is also an important reason why the scientific performance of middle school students in the United States dropped sharply in the world rankings in the 1970s. What's more, by emphasizing the mechanical skills of computers, devaluing art, visiting and creativity and making the learning process rigid, some people worry that this will deprive the American education of its powerful generating power and thus produce the most mediocre generation. Some people say that this movement lacks systematic theoretical basis and organizational leadership. Hurd, a famous American scientific education expert, even thinks that the regression basis cannot be called education reform movement in the general sense.

So how do you reform the education in science so that the science curriculum is not as academic as it was in the 1960s, and not as superficial as it was in the 1970s? At the same time, along with the rising of new technology revolution, society is becoming more and more scientific, more and more social problems brought by the science and technology, how to deal with the relationship between science, technology and social progress, how to further improve the science and the scientific literacy of people in the society, has become the new situation the skirt of the biggest problems in front of people, these puts forward new challenges to science education, science and education facing a major task of further reform.

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