学习进阶:关注学生认知发展和生活经验

Learning Progressions: Focus on Students Cognitive Development and Prior Experiences

2012年，美国正式发布了《K-12科学教育框架:实践、通用概念及核心概念》最终版。作为全美新一代科学教育标准的指导性文件，该框架使用了学习进阶连贯地表征出学生在各学段应达成的学习目标。学习进阶的提出与定义、组成要素、理论基础及其构建与呈现方式决定了其对学生认知发展和已有生活经验的关注，使其成为教育研究与教学紧密结合的桥梁，也是设计与实现少而精、连贯一致的中小学科学课程的必然需求。当前，国际科学教育领域已由学习进阶的研究与设计阶段迈向应用与实践层面，而我国对学习进阶的认识与研究仍处于起步阶段，亟须在中小学科学教育领域展开对学习进阶的深入研究。

In 2012， the US new framework of national science education standards， ＂A Framework for K-12 Science Education: Practices， Crosscutting Concepts， and Core Ideas＂ was published. As the outline for the Next Generation Science Standards (NGSS)， this framework used Learning Progressions (LPs) to organize and represent the learning goals at the end of grade 2， 5， 8， and 12. LPs focuses on students' cognitive development and prior experiences due to its origin and definition， components， theoretical foundation， and developing and respresenting methods. It is a bridge between education research and teaching and can help us design and implement ＂less is more＂ and the coherent science curriculum for elementary and secondary schools. While international educators transferring the research and design about LPs into practice， the research of LPs in China is still in its infancy. It is imperative for us to carry out further studies about LPs in elementary and secondary science education.