目錄：
第一章 導(dǎo)言
第二章 原則與定義
第三章 科學(xué)教學(xué)標(biāo)準(zhǔn)
第四章 科學(xué)教師專業(yè)進(jìn)修標(biāo)準(zhǔn)
第五章 科學(xué)教育中評價
第六章 科學(xué)內(nèi)容標(biāo)準(zhǔn)
第七章 科學(xué)教育大綱標(biāo)準(zhǔn)
第八章 科學(xué)教育系統(tǒng)標(biāo)準(zhǔn)
結(jié)束語

第2章 原則與定義
Principles and Definitions

編撰《國家科學(xué)教育標(biāo)準(zhǔn)》有幾條指導(dǎo)原則谓着。這些原則是：

• 科學(xué)是面向所有學(xué)生的泼诱。
• 學(xué)習(xí)科學(xué)是種能動的過程。
• 學(xué)校的科學(xué)要反映作為當(dāng)代科學(xué)實(shí)踐之特點(diǎn)的理性傳統(tǒng)與文化傳統(tǒng)赊锚。
• 改進(jìn)科學(xué)教育是牽一發(fā)而動全身的教育改革的一個組成部分治筒。

The development of the National Science Education Standards was guided by certain principles. Those principles are
□ Science is for all students.
□ Learning science is an active process.
□ School science reflects the intellectual and cultural traditions that characterize the practice of contemporary science.
□ Improving science education is part of systemic education reform.

將這些原則具體化到某些標(biāo)準(zhǔn)之中時難免遭到抵制。這些原則在應(yīng)用于學(xué)校的科學(xué)大綱和科學(xué)課堂教學(xué)的時候舷蒲，也會遭到抵制耸袜。在下面，我們要對這些原則詳細(xì)地作一闡釋牲平，說明一下有關(guān)的一些困難之所在堤框。

Tension inevitably accompanied the incorpora ti on of these principles into standards. Tension also will arise as the principles are applied in s ch ool science programs and classrooms. The fo ll owing discussion elaborates upon the principles and clarifies some of the associated difficulties.

原則1 科學(xué)是面向所有學(xué)生的。
這一原則也就是公平與優(yōu)異的原則欠拾。我們學(xué)校里的科學(xué)必須面向所有的學(xué)生：所有的學(xué)生胰锌，不問其年齡、性別、文化背景或族裔背景琴昆，不論他們有何殘疾旺嬉、有何志向，也不管他們對學(xué)科學(xué)懷有什么興趣格带、受到了什么激勵撤缴，都應(yīng)該有機(jī)會接受科學(xué)教育以使自己具有高度的科學(xué)素養(yǎng)。

This principle is one of equity and excellence.Science in our schools must be for all students: All students, regardless of age,sex, cultural or ethnic background, disabilities, aspirations, or interest and motivation in science, should have the opportunity to attain high levels of scientific literacy.

這部標(biāo)準(zhǔn)認(rèn)定叽唱，所有的學(xué)生都應(yīng)該被賦予學(xué)習(xí)科學(xué)這樣的具有挑戰(zhàn)性的機(jī)會屈呕，因此，這部標(biāo)準(zhǔn)規(guī)定了所有的學(xué)生都應(yīng)該有的認(rèn)識水準(zhǔn)和都應(yīng)該具備的各種能力棺亭。這部標(biāo)準(zhǔn)在科學(xué)教育中所要防止的虎眨，主要是某些人——例如某些人口群體——學(xué)習(xí)科學(xué)的欲望受到壓制、他們學(xué)習(xí)科學(xué)的機(jī)會甚至被剝奪的現(xiàn)象镶摘。

The Standards assume the inclusion of all students in challenging science learning opportunities and define levels of understanding and abilities that all should develop.They emphatically reject any situation in science education where some people-for example members of certain populations are discouraged from pursuing science and excluded from opportunities to learn science.

科學(xué)教育之優(yōu)異原則體現(xiàn)在我們這樣的理想之中：我們只要能把學(xué)習(xí)的機(jī)會毫無例外地提供給每一個學(xué)生嗽桩，那么每一個學(xué)生就都能獲得對科學(xué)的掌握。內(nèi)容標(biāo)準(zhǔn)描述的是學(xué)生們學(xué)習(xí)的最后結(jié)果——學(xué)生們應(yīng)該掌握的東西和能夠做的事情凄敢，而不是學(xué)生們獲取這些結(jié)果時所要采取的方式碌冶。學(xué)生們在回答有關(guān)自然界的問題時他們對自然界的理解方式和深度都會有所不同。學(xué)生們?nèi)〉眠@些最后結(jié)果的速度也會有所不同涝缝，有些學(xué)生早一些扑庞，有些學(xué)生則要晚一些。但是拒逮，所有的學(xué)生在這些年中都應(yīng)有機(jī)會通過多種學(xué)習(xí)途徑達(dá)到這部標(biāo)準(zhǔn)所規(guī)定的認(rèn)識水準(zhǔn)和知識水平罐氨。

Excellence in science education embodies the ideal that all students can achieve understanding of science if they are given the opportunity. The content standards describe outcomes—what students should understand and be able to do, not the manner in which students will achieve those outcomes. Students will achieve understanding in different ways and at different depths as they answer questions about the natural world. And students will achieve the outcomes at different rates, some sooner than others. But all should have opportunities in the form of multiple experiences over several years to develop the understanding associated with the Standards.

科學(xué)是面向所有學(xué)生的這樣一個原則，無論是對于大綱的制定還是對于教育系統(tǒng)的本身消恍，都意味著有多方面的要求岂昭。特別是，在資源的分配方面必須得確保狠怨，這部標(biāo)準(zhǔn)不能把地位優(yōu)越的學(xué)生與地位不很有利的學(xué)生間在獲得學(xué)習(xí)機(jī)會方面目前存在著的差別給進(jìn)一步拉大约啊。

The commitment to science for all students has implications for both program design and the education system. In particular, resources must be allocated to ensure that the Standards do not exacerbate the differences in opportunities to learn that currently exist between advantaged and disadvantaged students.

原則2 學(xué)習(xí)科學(xué)是種能動的過程。
LEARNING SCIENCE IS ANACTIVE PROCESS.
學(xué)習(xí)科學(xué)是學(xué)生們要親自動手做而不是要別人做給他們看的事情佣赖。在學(xué)習(xí)科學(xué)的過程中恰矩，學(xué)生們需要描述物體和作用過程，提出問題憎蛤，獲取知識外傅，對自然現(xiàn)象作出解釋，以多種不同方式對所作解釋進(jìn)行檢驗(yàn)俩檬，最后是把自己的看法傳遞給別的人萎胰。

Learning science is something students do, not something that is done to them. In learning science, students describe objects and events, ask questions, acquire knowledge, construct explanations of natural phenomena, test those explanations in many different ways, and communicate their ideas to others.

在《國家科學(xué)教育標(biāo)準(zhǔn)》中，“能動的過程”一語指的是體與腦的共同活動棚辽。光是動手活動還不夠——學(xué)生們還必須有動腦的活動技竟。學(xué)習(xí)科學(xué)是學(xué)生們要親自動手做而不是要別人做給他們看的事情。教學(xué)必須讓學(xué)生們參與以探究為目的的研究活動屈藐，使他們同老師和同學(xué)一起相互啟發(fā)相互促進(jìn)榔组。學(xué)生們需要將他們目前所掌握的科學(xué)知識同他們從多種渠道獲得的科學(xué)知識聯(lián)系起來熙尉；他們要把科學(xué)內(nèi)容應(yīng)用于新的問題里去；他們要參與解決問題搓扯，參與做計劃检痰，參與決策，參與小組討論锨推；他們還要參與跟能動的學(xué)習(xí)方法在原則上是完全一致的評價活動铅歼。

In the National Science Education Standards, the term “active process” implies physical and mental activity. Hands-on activities are not enough—students also must have “minds-on” experiences. Science teaching must involve students in inquiry oriented investigations in which they interact with their teachers and peers. Students establish connections between their current knowledge of science and the scientific knowledge found in many sources; they apply science content to new questions; they engage in problem solving, planning, decision making, and group discussions; and they experience assessments that are consistent with an active approach to learning.

強(qiáng)調(diào)能動地學(xué)習(xí)科學(xué)就意味不再把重點(diǎn)放在教師傳授知識、講解科學(xué)題目這樣一套傳統(tǒng)做法上爱态。依照傳統(tǒng)谭贪，教師顯然得把教科書里的那些題目、科學(xué)詞語和各方面知識都面面俱到地講解一遍锦担，那樣一種做法同要使學(xué)生們在理解的基礎(chǔ)上來學(xué)習(xí)科學(xué)知識的這個中心目標(biāo)是完全背道而馳的。

Emphasizing active science learning means shifting emphasis away from teachers presenting information and covering science topics. The perceived need to include all the topics, vocabulary, and information in textbooks is in direct conflict with the central goal of having students learn scientific knowledge with understanding.

原則3 學(xué)校的科學(xué)要反映作為當(dāng)代科學(xué)實(shí)踐之特點(diǎn)的理性傳統(tǒng)與文化傳統(tǒng)慨削。
學(xué)生們要獲得有關(guān)科學(xué)與自然界的豐富知識洞渔，就必須熟悉科學(xué)探究的手段、使用證據(jù)的規(guī)則缚态、形成問題的方式和提出解釋的方法磁椒。使學(xué)生了解科學(xué)與數(shù)學(xué)的關(guān)系以及科學(xué)與技術(shù)的關(guān)系、認(rèn)清科學(xué)的性質(zhì)也應(yīng)是對學(xué)生進(jìn)行科學(xué)教育的一個組成部分玫芦。

To develop a rich knowledge of science and the natural world浆熔，students must become familiar with modes of scientific inquiry, rules of evidence , ways of formulating questions , and ways of proposing explanations . The relation of science to mathematics and to technology and an understanding of the nature of science should also be part of their education.

學(xué)生們應(yīng)該加深對什么樣的東西是科學(xué)、什么樣的東西不是科學(xué)桥帆、科學(xué)能夠做什么医增、科學(xué)不能做什么以及科學(xué)如何在文化中起作用這一系列問題的認(rèn)識。

Students should develop an understanding of what science is,what science is not, what science can and cannot do, and how science contributes to culture.

《國家科學(xué)教育標(biāo)準(zhǔn)》的一個明確目標(biāo)是在美國建立一個有很高科學(xué)素養(yǎng)的社會老虫。良好的科學(xué)素養(yǎng)的一個重要方面叶骨，是對科學(xué)主題(也就是同物質(zhì)科學(xué)、生命科學(xué)和地球科學(xué)特別相關(guān)的知識)知曉得比較多祈匙，理解得比較深忽刽。良好的科學(xué)素養(yǎng)還包括認(rèn)清科學(xué)的性質(zhì)、科學(xué)事業(yè)以及科學(xué)在社會和個人生活中所起的作用夺欲」虻郏《國家科學(xué)教育標(biāo)準(zhǔn)》認(rèn)為，有許許多多個人都對科學(xué)的傳統(tǒng)作出了貢獻(xiàn)些阅，從歷史的角度看伞剑，科學(xué)已經(jīng)成為許許多多不同文化中的一種實(shí)踐活動。

An explicit goal of the National Science Education Standards is to establish high levels of scientific literacy in the United States. An essential aspect of scientific literacy is greater knowledge and understanding of science subject matter, that is, the knowledge specifically associated with the physical, life , and earth sciences.S cientific literacy also includes understanding the nature of science, the scientific enterprise,and the role of science in society and personal life. The Standards recognize that many individuals have contributed to the traditions of science and that, in historical perspective, science has been practiced in many different cultures.

科學(xué)是格物致知的一種路徑扑眉，其基本特點(diǎn)是以實(shí)證為判別尺度纸泄、以邏輯作論辯的武器赖钞、以懷疑作審視的出發(fā)點(diǎn)。學(xué)生們應(yīng)該加深對什么樣的東西是科學(xué)聘裁、什么樣的東西不是科學(xué)雪营、科學(xué)能夠做什么、科學(xué)不能做什么以及科學(xué)如何在文化中起作用這一系列問題的認(rèn)識衡便。

Science is a way of knowing that is characterized by empirical criteria, logical argument , and skeptical review. Students should develop an understanding of what science is, what science is not, what science can and cannot do, and how science contributes to culture.

原則4 改進(jìn)科學(xué)教育是牽一發(fā)而動全身的教育改革的一個組成部分献起。
IMPROVING SCIENCE EDUCATION IS PART OF SYSTEMIC EDUCATION REFORM.
國家的目標(biāo)和國家的標(biāo)準(zhǔn)有助于州和地方發(fā)起的那類影響全局的改革，國家的改革工作和地方上的改革工作是相輔相成的镣陕。在較大的教育系統(tǒng)內(nèi)谴餐，我們可以把科學(xué)教育視作一個子系統(tǒng)，其組元有的是與其他子系統(tǒng)的組元共用的呆抑，有的組元是它獨(dú)有的岂嗓。這些組元包括學(xué)生與教師；有校長鹊碍、監(jiān)理和校董會的學(xué)校厌殉；高等院校中的教師教育大綱；教科書和教科書出版商侈咕；家長與學(xué)生兩大群體公罕；科學(xué)家與工程師；科學(xué)博物館耀销；工商業(yè)界人士楼眷；立法人員。要把上述各方面都有效地調(diào)動到改進(jìn)面向全體學(xué)生的科學(xué)教育這一重要工作上來熊尉，就需要統(tǒng)一目標(biāo)罐柳、統(tǒng)一構(gòu)想，而《國家科學(xué)教育標(biāo)準(zhǔn)》就可以把我們的目標(biāo)和構(gòu)想統(tǒng)一起來帽揪，從而可以確保這場長期的改革得以步調(diào)統(tǒng)一硝清、首尾相貫。

National goals and standards contribute to state and local systemic initiatives,and the national and local reform efforts complement each other.Within the larger education system, we can view science education as a subsystem with both shared and unique components. The components include students and teachers; schools with principals, superintendents, and school boards; teacher education programs in colleges and universities; textbooks and textbook publishers; communities of parents and of students; scientists and engineers;science museums; business and industry; and legislators. The National Science Education Standards provide the unity of purpose and vision required to focus all of those components effectively on the important task of improving science education for all students, supplying a consistency that is needed for the long term changes required.

《國家科學(xué)教育標(biāo)準(zhǔn)》中的一些觀點(diǎn)和用語

Perspectives and Terms in the National Science Education Standards
諸如“有科學(xué)素養(yǎng)”转晰、“科學(xué)內(nèi)容和科學(xué)課程”等等用語雖然經(jīng)常見諸教育討論和大眾報刊之中而又都沒有作明確的定義芦拿，但是這些用語在《國家科學(xué)教育標(biāo)準(zhǔn)》中使用的時候則都是有特定的含義的。

Although terms such as “scientific literacy” and “science content and curriculum” frequently appear in education discussions and in the popular press without definition , those terms have a specific meaning as used in the National Science Education Standards.

有科學(xué)素養(yǎng)
所謂有科學(xué)素養(yǎng)是指了解和深諳進(jìn)行個人決策查邢、參與公民事務(wù)和文化事務(wù)蔗崎、從事經(jīng)濟(jì)生產(chǎn)所需的科學(xué)概念和科學(xué)過程。有科學(xué)素養(yǎng)還包括一些特定門類的能力扰藕。在《國家科學(xué)教育標(biāo)準(zhǔn)》中缓苛，內(nèi)容標(biāo)準(zhǔn)給有科學(xué)素養(yǎng)作過定義。

Scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. It also includes specific types of abilities. In the National Science Education Standards, the content standards define scientific literacy.

有科學(xué)素養(yǎng)就意味一個人對日常所見所歷的各種事物能夠提出、能夠發(fā)現(xiàn)未桥、能夠回答因好奇心而引發(fā)出來的一些問題笔刹。有科學(xué)素養(yǎng)就意味一個人已有能力描述、解釋甚至預(yù)言一些自然現(xiàn)象冬耿。有科學(xué)素養(yǎng)就意味一個人能讀懂通俗報刊刊載的科學(xué)文章舌菜，能參與就有關(guān)結(jié)論是否有充分根據(jù)的問題所作的社交談話。有科學(xué)素養(yǎng)就意味一個人能識別國家和地方?jīng)Q定所賴以為基礎(chǔ)的科學(xué)問題亦镶，并且能提出有科學(xué)技術(shù)根據(jù)的見解來日月。有科學(xué)素養(yǎng)的公民應(yīng)能根據(jù)信息源和產(chǎn)生此信息所用的方法來評估科學(xué)信息的可靠程度。有科學(xué)素養(yǎng)還意味有能力提出和評價有論據(jù)的論點(diǎn)缤骨，并且能恰如其分地運(yùn)用從這些論點(diǎn)得出的結(jié)論爱咬。

Scientific literacy means that a p erson can ask, find, or determine answers to questions derived from curiosity about e veryday experiences.It means that a person has the ability to describe, explain,and predict natural phenomena. Scientific literacy entails being able to read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions. Scientific literacy implies that a person can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed.A literate citizen should be able to evaluate the quality of scientific information on the basis of its source and the methods used to generate it. Scientific literacy also implies the capacity to pose and evaluate arguments based on evidence and to apply conclusions from such arguments appropriately.

不同的人會以不同的方式表現(xiàn)出自己的科學(xué)素養(yǎng)，例如能恰當(dāng)?shù)厥褂眉夹g(shù)術(shù)語绊起，或者能運(yùn)用科學(xué)的概念和科學(xué)的過程等等精拟。每一個人的這種素養(yǎng)在不同的領(lǐng)域中也會有所不同，例如對生命科學(xué)的概念和術(shù)語可能懂得多一點(diǎn)勒庄，而對物質(zhì)科學(xué)的概念和術(shù)語可能懂得少一點(diǎn)串前。

Individuals will display their scientific literacy in different ways, such as appropriately using technical terms, or applying scientific concepts and processes. And individuals often will have differences in literacy in different domains, such as more understanding of life- science concepts and words, and less understanding of physical- science concepts and words.

有科學(xué)素養(yǎng)的程度和形式并不是一成不變的，其程度上的由低而高实蔽、修養(yǎng)面的由窄趨寬是發(fā)生在人的一生之中，而不是只發(fā)生在就學(xué)的年代谨读。但是人在早期確立起的對科學(xué)的態(tài)度以及價值觀念局装，對其成年時在科學(xué)素養(yǎng)方面所能達(dá)到的境界則會有決定性影響。

Scientific literacy has different degrees and forms; it expands and deepens over a lifetime, not just during the years in school. But the attitudes and values established toward science in the early years will shape a person’s development of scientific literacy as an adult.

內(nèi)容和課程
See Program Standard B
學(xué)欣椭常科學(xué)的內(nèi)容铐尚，廣義地說，包括在科學(xué)方面具體地應(yīng)該了解的知識哆姻、應(yīng)該懂得的道理和應(yīng)該會做的事情宣增。內(nèi)容標(biāo)準(zhǔn)并不是一種科學(xué)課程。課程是傳授內(nèi)容的方式：它包括課堂所講內(nèi)容的結(jié)構(gòu)矛缨、組織安排爹脾、輕重處理及傳授方式。

The content of school science is broadly defined to include specific capacities , understandings , and abilities in science . The content standards are not a science curriculum.Curriculum is the way content is delivered:It includes the structure,organization,balance, and presentation of the content in the classroom.

內(nèi)容標(biāo)準(zhǔn)不是所要教授的科學(xué)課箕昭，不是教程灵妨，不是學(xué)習(xí)進(jìn)度，也不是學(xué)新渲瘢科學(xué)大綱泌霍。內(nèi)容標(biāo)準(zhǔn)所描述的各部分科學(xué)內(nèi)容可以依各種不同的強(qiáng)調(diào)點(diǎn)和不同的視角組織成多種不同的課程。內(nèi)容標(biāo)準(zhǔn)的組織格局并不是準(zhǔn)備作為課程來用的述召；科學(xué)概念朱转、科學(xué)過程和科學(xué)題目的范圍蟹地、順序和協(xié)調(diào)都留給科學(xué)大綱的課程的設(shè)計者與編制者來自行決定。

The content standards are not science lessons, classes, courses of study, or school science programs. The components of the science content described can be organized with a variety of emphases and perspectives into many different curricula. The organizational schemes of the content standards are not intended to be used as curricula;instead,the scope, sequence , and coordination of concepts, processes, and topics are left to those who design and implement curricula in science programs.
　　課程常常會把來自不同的學(xué)科領(lǐng)域——例如生命科學(xué)和物質(zhì)科學(xué)——的一些題目藤为、來自不同的內(nèi)容標(biāo)準(zhǔn)——例如生命科學(xué)和從個人角度和社會角度看的科學(xué)——的一些題目以及來自不同的學(xué)校學(xué)習(xí)科目——例如科學(xué)與數(shù)學(xué)怪与、科學(xué)與語言藝術(shù)或科學(xué)與歷史——的一些題目集于一身。
Curricula often will integrate topics from different subject-matter areas--such as life and physical sciences--from different content standards--such as life sciences and sciscience in personal and social perspectives--and from different school subjects--such as science and mathematics, science and language arts, or science and history.

有科學(xué)素養(yǎng)就意味一個人能識別國家和地方?jīng)Q定所賴以為基礎(chǔ)的科學(xué)問題凉蜂，并且能提出有科學(xué)技術(shù)根據(jù)的見解來琼梆。

Scientific literacy implies that a person can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed.

知識和領(lǐng)悟能力
KNOWLEDGE AND UNDERSTANDING.
實(shí)施《國家科學(xué)教育標(biāo)準(zhǔn)》意味要獲取科學(xué)知識，要培養(yǎng)領(lǐng)悟科學(xué)的能力窿吩【ピ樱科學(xué)知識指的是科學(xué)事實(shí)、科學(xué)概念纫雁、科學(xué)原理煌往、科學(xué)定律、科學(xué)理論和科學(xué)模型轧邪，科學(xué)知識是可以通過多種途徑來獲取的刽脖。一個人要領(lǐng)悟科學(xué)就得將多種多樣的知識——包括科學(xué)上的各種思想觀念、這種思想觀念與那種思想觀念之間的相互關(guān)聯(lián)忌愚、存在此種相互關(guān)聯(lián)的緣由曲管、運(yùn)用這些思想觀念來解釋和預(yù)測其他自然現(xiàn)象的方式以及將此類思想觀念運(yùn)用于許許多多事情上去的方式等——綜合在一起。領(lǐng)悟能力包括運(yùn)用知識的能力硕糊，而要能夠運(yùn)用知識就要能分辨什么是科學(xué)思想院水，什么不是科學(xué)思想。培養(yǎng)領(lǐng)悟能力的先決條件是简十，學(xué)生們對科學(xué)上的思想觀念要有追根問底的極大欲望檬某，對自然界要有多方面的經(jīng)驗(yàn)。

Implementing the National Science Education Standards implies the acquisition of scientific knowledge and the development of understanding. Scientific knowledge refers to facts, concepts, principles,laws, theories, and models and can be acquired in many ways. Understanding science requires that an individual integrate a complex structure of many types of knowledge, including the ideas of science, relationships between ideas, reasons for these relationships, ways to use the ideas to explain and predict other natural phenomena, and ways to apply them to many events. Understanding encompasses the ability to use knowledge, and it entails the ability to distinguish between what is and what is not a scientific idea. Developing understanding presupposes that students are actively engaged with the ideas of science and have many experiences with the natural world.

探究
科學(xué)探究指的是科學(xué)家們用以研究自然界并基于此種研究獲得的證據(jù)提出種種解釋的多種不同途徑螟蝙』帜眨科學(xué)探究也指的是學(xué)生們用以獲取知識、領(lǐng)悟科學(xué)的思想觀念胰默、領(lǐng)悟科學(xué)家們研究自然界所用的方法而進(jìn)行的各種活動场斑。

Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Inquiry also refers to the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world.

探究是一種有多側(cè)面的活動，需要做觀察初坠；需要提出問題和簸；需要查閱書刊及其他信息源以便弄清楚什么情況已經(jīng)是為人所知的東西；需要設(shè)計調(diào)研方案碟刺；需要根據(jù)實(shí)驗(yàn)證據(jù)來檢驗(yàn)已經(jīng)為人所知的東西锁保；需要運(yùn)用各種手段來搜集、分析和解讀數(shù)據(jù)；需要提出答案爽柒、解釋和預(yù)測吴菠；需要把研究結(jié)果告之于人。探究需要明確假設(shè)浩村，需要運(yùn)用判斷思維和邏輯思維做葵，需要考慮可能的其他解釋。學(xué)生們在學(xué)習(xí)探知自然界的科學(xué)方法時將會參與科學(xué)探究活動中的某些方面的工作心墅，但是學(xué)生們也應(yīng)該培養(yǎng)自己從事完整的探究活動的能力酿矢。

Inquiry is a multifaceted activity that involves making observations; posing questions;examining books and other sources of information to see what is already known;planning investigations; reviewing what is already known in light of experimental evidence;using tools to gather, analyze, and interpret data; proposing answers, explanations,and predictions; and communicating the results.Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations.Students will engage in selected aspects of inquiry as they learn the scientific way of knowing the natural world, but they also should develop the capacity to conduct complete inquiries.

這部標(biāo)準(zhǔn)雖然強(qiáng)調(diào)探究，但是這不能解釋為我們建議科學(xué)教學(xué)只應(yīng)取探究的方式怎燥。教師們應(yīng)該運(yùn)用不同的策略設(shè)法使學(xué)生們掌握內(nèi)容標(biāo)準(zhǔn)所描述的知識瘫筐，弄懂所描述的道理，學(xué)會所描述的技能铐姚。只動手不動腦的科學(xué)活動無法達(dá)到探究的目的策肝，從書本中學(xué)習(xí)科學(xué)與科學(xué)探究也不能同日而語。要掌握第六章中所描述的那些應(yīng)該弄懂的東西和應(yīng)該學(xué)會的技能隐绵，靠任何單一的教學(xué)策略或?qū)W習(xí)活動都是無法辦到的之众。

Although the Standards emphasize inquiry, this should not be interpreted as recommending a single approach to science teaching. Teachers should use different strategies to develop the knowledge, understandings, and abilities described in the content standards. Conducting hands-on science activities does not guarantee inquiry,nor is reading about science incompatible
with inquiry. Attaining the understandings and abilities described in Chapter 6 cannot be achieved by any single teaching strategy or learning experience.

科學(xué)和技術(shù)
這部標(biāo)準(zhǔn)所使用的科學(xué)和技術(shù)兩語，其間的根本區(qū)別在于二者的目標(biāo)有所不同：科學(xué)的目標(biāo)是探知自然界依许，而技術(shù)的目標(biāo)是對這個世界加以改造使之適應(yīng)人類之需棺禾。以設(shè)計為特點(diǎn)的技術(shù)在這部標(biāo)準(zhǔn)中是同以探究為特點(diǎn)的科學(xué)相互并存的。

As used in the Standards, the central distinguishing characteristic between science and technology is a difference in goal: The goal of science is to understand the natural world, and the goal of technology is to make modifications in the world to meet human needs.Technology as design is included in the Standards as parallel to science as inquiry.

技術(shù)與科學(xué)是密切相關(guān)的峭跳。一個單一性的問題常常包含科學(xué)和技術(shù)這兩個方面帘睦。對自然界的種種問題要作出回答的需要導(dǎo)致技術(shù)產(chǎn)品的研制；技術(shù)上的種種需要又可促進(jìn)科學(xué)研究工作的開展坦康。技術(shù)產(chǎn)品，從較為簡單的鉛筆到比較復(fù)雜的計算機(jī)诡延，可以為我們提供一些手段和工具滞欠，推動我們對自然現(xiàn)象的研究工作。

Technology and science are closely related. A single problem often has both scientific and technological aspects. The need to answer questions in the natural world drives the development of technological products ; moreover, technological needs can drive scientific research. And technological products , from pencils to computers, provide tools that promote the understanding of natural phenomena.

在這部標(biāo)準(zhǔn)里肆良，“技術(shù)”一語的用法不要同“教學(xué)技術(shù)”一語發(fā)生混淆筛璧，后者指的是為學(xué)生和教師們從事探究、領(lǐng)悟科學(xué)而提供的像計算機(jī)這樣的生動手段惹恃。

The use of “technology” in the Standards is not to be confused with “ instructional technology,” which provides students and teachers with exciting tools--such as computers-- to conduct inquiry and to understand science.

對《國家科學(xué)教育標(biāo)準(zhǔn)》較為重要的一些其他用語夭谤，諸如“教學(xué)”、“評價”巫糙、“學(xué)習(xí)機(jī)會”等等朗儒，都在用到這些術(shù)語的那些章節(jié)中分別作了界定。我們自始至終都很注意，盡可能不使用對與實(shí)施這部標(biāo)準(zhǔn)有關(guān)的許多群體來說有其不同含義的那些術(shù)語醉锄。

Additional terms important to the National Science Education Standards, such as “teaching,” “assessment,” and “opportunity to learn,” are defined in the chapters and sections where they are used. Throughout, we have tried to avoid using terms that have different meanings to the many different groups that will be involved in implementing the Standards.

References for Further Reading
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