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为中学生设计的协作型科学课程 – 译学馆
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为中学生设计的协作型科学课程

A Research-Backed Science Curriculum

[艾伦]你需要找到
– [Allen-Sanchez] You need to find out which angle
可以让温度提高最多的那个角度
shows the largest increase in temperature.
你要设计一项可以演示的实验
You need to design anexperiment that shows that.
这是个设计挑战
It’s a design challenge.
我觉得它在上升
– I mean, it’s going up.
温度在上升
The temperature’s going up.
[学生]天呐 真的吗
– [Student] Oh, my god, really?
[学生]温度到多少了?
– [Student] What temperature is it at?
[霍尔图斯]在斯坦福评估学习与公平中心
– [Holthuis] At the Stanford Center ofAssessment, Learning, and Equity
我们会设计一些
we produce some curriculumthat was aligned
与当下新推出的标准相结合的课程
that was aligned to the new standardsthat had just come out at that point.
这些课程真的很吸引学生
The curriculum really engages students,
我认为其中一部分原因在于
and I think that some of that comesfrom having
他们能参与到有趣的项目中
interesting projects that they’re working on
以及提供选项让他们选择
and providing the options, the choice,
并且参与决策
the decision making.
真的给他们一些自主权
And really turning oversome agency to them.
这真的是关于科学教育的一种 完全不同的思考方式
This really is a wholedifferent way of thinking about science education.
[瑞安]我们致力于采用
– [Ryan] What we were committed to was adopting
这样一种课程来打破以往
and using a curriculum that would break thecycle of predictability
基于性别和种族来预测
of who would succeed in science courses
谁能在科学课上表现出色的模式
based upon their gender and ethnicity.
[霍尔图斯]行为评估是一种
– [Holthuis] Performance assessment is one
吸引学生的方法 非常有用
that engages students, is really rich,
它能衡量的比你知道的要多
and measures much morethan just what do you know,
你能告诉我或者复述什么样的事实
what facts can you tell me or regurgitate.
你们正在设计一个入射光角度的实验
– You’re designing an angleof incoming light experiment.
这些是经常性的课题
– They’re really often projects.
这些课题要求学生运用技能
They ask students to bring in skills,
要求学生运用书本内容
they ask them to bring in their content,
建立联系 并将所有这些
to make connections, and to pool
融入到一个更大的结果中去
all that together into a larger product.
[艾伦]评估真的能获取学生所学到的信息
– [Allen-Sanchez] The assessment itself isreally taking the information
并加以利用
that they’ve learned and applying it.
这与给学生几张纸
So as opposed to giving them a page
告诉他们填空 做选择题
and saying fill in this blank, circle this letter,
默写定义是完全相反的
give me this definition.
真的上升得很快大约79度了
– It’s going up really fast.- It’s at about 79.
[学生]到90度了
– [Student] It’s at 90 degrees.
因为实际上每个孩子都能记住那些知识
-‘Cause really any kid can memorize any of that information,
但是他们是否能运用到现实生活中呢?
but can they apply it to an actual real-world application?
[瑞安]我们注意到刚走进教室门的学生
– [Ryan] We recognize thatstudents walk in the door
都带有一些身份认同问题
of this classroom withissues of status behind them.
他们将自己视为
That they recognize themselves
科学小能手或者对科学无感的人
as being a science personor a non-science person.
所以角度应该是90度
– So, this would be a 90 angle
或者直角 这样的话……
or a right angle, and then when it goes out…
正是通过
– And that it’s through
同学的交流和小组合作
student discourse and group work
他们开始舍弃原有的想法
that they will startto dispel those beliefs
不光是对于自己还有对同龄人的看法
about not only themselvesbut about their peers.
[霍尔图斯]这就是我们在年初开发这一整个课程
– [Holthuis] So that’s where we developed,and why we developed,
让老师们去实践的目的和原因
an entire unit for teachers to implement
他们帮助学生思考
at the start of the yearwhere they help students think
在小组学习中
about what kind of behaviorsare expected of you
别人希望你有怎样的表现
when you’re working in small groups.
这个实验一定要个直角
– It has to be a directangle to the experiment.
直角?别的角度可以吗?
– Direct angle? Or aretheir any other angles?
也可以用别的角度 但……
– Well, you could doany other angle, but…
小组内的角色真的能帮助孩子们懂得
– The group roles reallyhelp kids understand
他们有任务要做
that they have a task and
真的不能走神
they really can’t just be idle
不能独自躲在角落
and by themselves and hide in a corner.
我的职责是做记录
– So, my job is the recorder/reporter.
因此 我要记录下来
So with that job, I have to write down
我们所有的笔记和这样一步一步的东西
all our notes and all ourstep-by-step stuff like this.
没错 他们要参与实践
– Right, they have to actually participate
才能完成要完成的任务
in order to achieve whatever it is that they’re trying to achieve.
[瑞安]持续的专业发展
– [Ryan] Ongoing professional development
来自于科学合作的教师群体
is coming from the communities of teachers at science collaborating,
对他们自己的实践做出决定
making decisions about their own practice,
并给我们反馈
and then also giving us feedback.
我发现某些
– The roadblock I find with some
完成的很快的学生有个阻碍
of the students who finish really quickly,
他们做这个是因为
is that they’re doing it because they want
他们想做这一部分 他们想
to do that piece, they want to do
多做些感兴趣的部分
an extra piece that they’re interested in.
[霍尔图斯]有一个在课程开发时
– [Holthuis] To have somebody who has been involved
参与其中的人
in the development of the curriculum,
这样一个人将研究带回课堂中实验
that same person takes it back to their own classroom and tries it out,
就会有很深入的见解
you get really deep insight.
这使得课程更加完善
It makes for much more robust curriculum,
因为你可以远离死板的书本内容
because you’re getting awayfrom content, content, content
你可以说 好了你学了知识点
and saying, okay, do you know the content,
你可以运用它做什么吗?
and can you do something with it?
[艾伦]我觉得这非常有成效
– [Allen-Sanchez] I think it’sbeen really fruitful.
学生们好像更加专注于
The students seem to have amuch more focused perspective
他们应该做的东西
on what we’re supposed to do.
我也更聚焦于我们该做的事
I have a much more focused perspective on what we’re supposed to do.
[霍尔图斯]这真的能
– [Holthuis] It has really
很大程度上帮助学生学习
supported student learning tremendously.

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实验协作型科学课让学生受益良多

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视频来源

https://www.youtube.com/watch?v=0s1xl6zIQ9Y

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