《國家科學教育標準》是為引導我國國民步入一個具有高度科學素養(yǎng)的社會而撰寫的押逼。以典型的實踐和研究為依據(jù)而制定出來的這部標準双炕，不僅對所謂的具有科學素養(yǎng)的人作出具體的構想皮假，也為可使這種構想變成現(xiàn)實的科學教育提出具體的衡量基準怔接。

The National Science Education Standards are designed to guide our nation toward a scientifically literate society. Founded in exemplary practice and research, the Standards describe a vision of the scientifically literate person and present criteria for science education that will allow that vision to become reality.

具有科學素養(yǎng)何以如此重要呢?首先锐涯，懂科學能給人以愜意感和興奮感——這是每一個人都應分享到的好處犬辰。其次嗦篱，美國人在自己的生活中所遇到的需要運用科學知識和科學的思維方式作出明智抉擇的那類問題越來越多。我們將如何對待我們共同擁有的資源——諸如空氣忧风、水源和國有森林等——也取決于我們的人民做出的集體判斷默色。

Why is science literacy important? First, an understanding of science offers personal fulfillment and excitement--benefits that should be shared by everyone. Second, Americans are confronted increasingly with questions in their lives that require scientific information and scientific ways of thinking for informed decision making. And the collective judgment of our people will determine how we manage shared resources—such as air, water, and national forests.

懂得科學、有科學的本領還可使學生們有足夠的能力勝任將來的各種重要而富有成效的工作狮腿。工商企業(yè)界所需要的新就業(yè)者是那種善于學習腿宰、善于推理、思維具有創(chuàng)造性缘厢、能決善斷吃度、會解決問題的人。此外贴硫，人們對經(jīng)濟競爭力的關注也使科學和數(shù)學教育不能不占據(jù)極端重要的中心地位椿每，因為只有搞好我們的科學和數(shù)學教育我們才不致落后于我們在全世界的競爭對手。

Science understanding and ability also will enhance the capability of all students to hold meaningful and productive jobs in the future. The business community needs entry-level workers with the ability to learn,reason, think creatively, make decisions, and solve problems. In addition, concerns regarding economic competitiveness stress the central importance of science and mathematics education that will allow us to keep pace with our global competitors.

為什么要有國家科學教育標準

Why National Science Education Standards?
“標準”一語具有多種含義英遭〖浠ぃ科學教育標準是量度質量的準繩：量度的是學生們所掌握的知識和能力的質量；給學生提供學科學之機會的科學大綱的質量挖诸；科學教學的質量汁尺；支持著科學教師和科學大綱的教育系統(tǒng)的質量；評價的具體做法和政策的質量多律〕胀唬科學教育標準是檢驗進步大小的尺度搂蜓，檢驗的是我們向著國家給一個造就優(yōu)等人才的系統(tǒng)所定的科學學習與科學教學目標前進了多少，因此辽装，科學教育標準也是一面旗幟帮碰，全國的改革者們可以團結在這面旗幟下向著共同的目標而前進。

The term “standard”has multiple meanings.Science education standards are criteria to judge quality: the quality of what students know and are able to do; the quality of the science programs that provide the opportunity for students to learn science; the quality of science teaching; the quality of the system that supports science teachers and programs;and the quality of assessment practices and policies. Science education standards provide criteria to judge progress toward a national vision of learning and teaching science in a system that promotes excellence, providing a banner around which reformers can rally.

美國教育質量的高低拾积，關鍵掌握在地方殉挽，因為學生們要學些什么完全是由各地的教育委員會和教師委員會來決定的。國家標準就是給各州殷勘、各地方的學校人士和社區(qū)提供的判斷依據(jù)此再，幫助他們判斷什么樣的課程、什么樣的教師進修活動或者什么樣的評價項目才是合適的玲销。國家標準有助于各地制定出能使科學教育的改革工作步調統(tǒng)一输拇、目標一致、首尾如一地進行下去的政策：使每一個人都能向著同一個方向前進贤斜，因此就可確保策吠，人們?yōu)楦母锟茖W教育而采取的各種頗具風險的行動會得到整個系統(tǒng)中的政策和實際做法的支持。

A hallmark of American education is local control, where boards of education and teachers make decisions about what students will learn. National standards present criteria by which judgments can be made by state and local school personnel and communities ,helping them to decide which curriculum ,staff development activity, or assessment program is appropriate. National standards encourage policies that will bring coordination, consistency, and coherence to the improvement of science education : They allow everyone to move in the same direction , with the assurance that the risks they take in the name of improving science education will be supported by policies and practices throughout the system.

今天瘩绒，即使在沒有國家標準的情況下猴抹，在科學的課堂上也有一些別開生面的做法在實踐，但是這只是因為有一些十分出類拔萃的教師要做些非那么做不可的事而不得不置傳統(tǒng)的做法于不顧罷了锁荔。有許多慷慨樂施的教師因為知道學生們只有通過研究才能取得上佳的學習效果蟀给，因而不惜自己花錢來添置科學用品。這些教師不是把注意力放在充滿科學術語的教科書上阳堕，而是鼓勵學生們進行科學探究跋理。這些教師在備課的時候還總是要把自己的科學課跟學生們的生活聯(lián)系起來，而不是簡單化地備一門學刑褡埽科學課前普。

Some outstanding things happen in science classrooms today, even without national standards. But they happen because extraordinary teachers do what needs to be done despite conventional practice. Many generous teachers spend their own money on science supplies, knowing that students learn best by investigation. These teachers ignore the vocabulary-dense textbooks and encourage student inquiry. They also make their science courses relevant to students’ lives, instead of simply being preparation for another school science course.

貫徹實施《國家科學教育標準》將會十分重視和鼓勵這些優(yōu)秀教師的那些十分出色的實踐，將會給他們以應有的承認和支持壹堰。對那些在自己的預算中撥出部分款項來支持學生做野外科學考察的校長拭卿，對那些靠烤點心義賣來為學生購置科學設備的家長，對那些置市場看好的多項選擇測試書籍于不顧而偏偏去嘗試出版真實可信的評價實踐的書籍的出版商贱纠，也要給他們以應有的承認和鼓勵峻厚。

Implementation of the National Science Education Standards will highlight and promote the best practices of those extraordinary teachers and give them the recognition and support they deserve. School principals who find money in their budgets for field trips, parents whose bake-sale proceeds purchase science equipment, and publishers who are pioneering authentic assessments despite the market for multiple-choice tests will also be recognized and encouraged.

這部標準有助于規(guī)劃我們走向未來的行動路線∽缓福基于今日的最佳實踐而制定出來的這部標準目木，就是旨在引導我們從當前學校教育的種種束縛中解脫出來，向著優(yōu)異超群這個共同的目標前進。

The Standards help to chart the course into the future. By building on the best of current practice ,they aim to take us beyond the constraints of present structures of schooling toward a shared vision of excellence .

學泄羯洌科學的目標

《國家科學教育標準》所規(guī)定的學校科學的目標是培養(yǎng)學生能

• 由于對自然界有所了解和認識而產生充實感和興奮感剃执；
• 在進行個人決策之時恰當?shù)剡\用科學的方法和原理誓禁；
• 理智地參與那些就與科學技術有關的各種問題舉行的公眾對話和辯論；
• 在自己的本職工作中運用一個具有良好科學素養(yǎng)的人所應有的知識肾档、認識和各種技能摹恰，因而能提高自己的經(jīng)濟生產效率。

The goals for school science that underlie（譯為劃定是否可行） the National Science Education Standards are to educate students who are able to

• experience the richness and excitement of knowing about and understanding the natural world;
• use appropriate scientific processes and principles in making personal decisions;
• engage intelligently in public discourse and debate about matters of scientific and technological concern; and
• increase their economic productivity through the use of the knowledge,understanding, and skills of the scientifically literate person in their careers.

這些目標給我們勾畫出來的是具有高度科學素養(yǎng)的社會的一個大致輪廓怒见。內容標準所描述的是所謂有高度科學素養(yǎng)的人在經(jīng)過那13年的學兴状龋科學教育之后都應該了解、認識和能做些什么遣耍。評價標準闺阱、教學標準、大綱標準和系統(tǒng)標準分別描述的是舵变，所有學生要達到在內容標準中所描述的具有高度科學素養(yǎng)這個目標所需要的種種條件酣溃。

These goals define a scientifically literate society. The standards for content define what the scientifically literate person should know, understand, and be able to do after 13 years of school science. The separate standards for assessment, teaching, program, and system describe the conditions necessary to achieve the goal of scientific literacy for all students that is described in the content standards.

貫徹實施這部標準的學校將引導學生們通過積極地參加對他們既饒有趣味又十分重要的科學探究活動來學習科學。學生們通過這樣的活動將可為自己探討科學問題打下良好的知識基礎纪隙。在這些學校中赊豌，教師們將有權決定學生們學什么、怎樣學以及資源該如何分配等問題绵咱。教師和學生們將共同置身于一個以學科學為中心目標的集體之中碘饼，共同為一個有助于他們成長的教育系統(tǒng)所陶冶。

Schools that implement the Standards will have students learning science by a ctively engaging in inquiries that are interesting and important to them. Students there by will establish a knowledge base for understanding science. In these schools, teachers will be empowered to make decisions about what students learn,how they learn it, and how resources are allocated. Teachers and students together will be members of a community focused on learning science while being nurtured by a supportive education system.

在今天的大多數(shù)學校里悲伶，學生們可能都無法達到上述標準艾恼。要把這部標準付諸實施就必須實施長期而持久的改革。

Students could not achieve the standards in most of today’s schools. Implementation of the Standards will require a sustained, long-term commitment to change.

《國家科學教育標準》的成書經(jīng)過

History of the National Science Education Standards
確定國家目標和為達此目標而制定國家標準拢切，是我們教育改革政策中的當前戰(zhàn)略蒂萎。各州政府對搞國家標準的支持始于1989年，全國州長協(xié)會就是在這一年贊同制定國家教育目標的淮椰。喬治?布什總統(tǒng)隨后便組建了國家教育目標專門小組五慈，對這項工作給予支持。威廉?克林頓當選總統(tǒng)后主穗，新政府對制定國家教育標準的工作繼續(xù)給予了支持泻拦。

Setting national goals and developing national standards to meet them are recent strategies in our education reform policy.Support for national education standards by state governments originated in 1989, when the National Governors Association endorsed national education goals.President George Bush immediately added his support by forming the National Education Goals Panel. The support for standards was continued by the new administration after the election of President William Clinton.

最早的標準見之于1989年，當時忽媒，一些數(shù)學教育家和數(shù)學家在下面這兩種出版物中對國家標準這個題目展開了研討：一種出版物是全國數(shù)學教師理事會（NCTM）編定的《中小學數(shù)學的課程標準與評價標準》（Curriculum and Evaluation Standards for School Mathematics）(1989)和國家研究理事會編定的《人人都很舉足重輕：寫給國人的一份數(shù)學教育前景報告》（Everybody Counts：A Report to the Nation on the Future of Mathematics Education）(1989)争拐。對制定其他的教育標準來說，全國數(shù)學教師理事會的經(jīng)驗很重要晦雨，它表明架曹，制定標準的工作必須允許所有有關人員隘冲，特別是那些負責實施這些標準的人參與。

The first standards appeared in 1989,when mathematics educators and mathematicians addressed the subject of national standards with two publications:Curriculum and Evaluation Standards for School Mathematics, by the National Council of Teachers of Mathematics (NCTM)(1989); and Everybody Counts: A Report to the Nation on the Future of Mathematics Education, by the National Research Council (1989). The NCTM experience was important in the development of other education standards,and it demonstrated that participation in the development of standards had to be open to all interested parties, especially those responsible for their realization.

《國家科學教育標準》有若干重要的前奏绑雄。1983年展辞，《一個處在危險中的國家》（A Nation at Risk）出版，呼吁對美國教育系統(tǒng)進行反思和改革万牺。在80年代期間罗珍，美國化學學會（ACS）、生物科學課程研究會（Biological Sciences Curriculum Study）脚粟、教育促進中心(Education Development Center)覆旱、勞倫斯科學館(Lawrence Hall of Science)、全國科學資源中心(NSRC)以及技術教育資源中心(Technical Education Resources Center)都編出了富有創(chuàng)新精神的科學課程核无。1989年扣唱，美國科學促進會（AAAS）通過他們的2061計劃（Project 2061）出版了《面向全體美國人的科學》（Science for All Americans），對所有中學畢業(yè)生所應具有的科學素養(yǎng)做出了界定厕宗。在稍晚些時候画舌，全國理科教師協(xié)會（NSTA）通過他們的所謂范圍、次序和配合計劃（Scope已慢，Sequence & Coordination Project）出版了《內容核心》（The Content Core）曲聂。

The National Science Education Standards had several important precursors. In 1983, A Nation at Risk was published,calling for reconsideration and reform of the U.S. education system. In the 1980s,the American Chemical Society (ACS), the Biological Sciences Curriculum Study, the Education Development Center, the Lawrence Hall of Science,the National Science Resources Center (NSRC),and the Technical Education Resources Center all developed innovative science curricula. In 1989, the American Association for the Advancement of Science (AAAS), through its Project 2061,published Science for All Americans, defining scientific literacy for all high school graduates. Somewhat later, the National Science Teachers Association (NSTA),through its Scope, Sequence & Coordination Project, published The Content Core.

1991年春，全國理科教師協(xié)會主席根據(jù)協(xié)會董事會的一致意見致信給國家科學院院長兼國家研究理事會主席弗蘭克?普雷斯博士佑惠，希望國家研究理事會來協(xié)調國家科學教育標準的制定工作朋腋。一些重要的科學協(xié)會和科學教育協(xié)會的主席、教育部長膜楷、國家科學基金會教育與人類資源處助理主任旭咽、國家教育目標專門小組的主席都力促國家研究理事會，要他們在制定國家科學教育的內容赌厅、教學和評價標準的工作中發(fā)揮重要作用穷绵。此后沒過多久，教育部和國家科學基金會就對這項計劃給予了經(jīng)費支持特愿。

In the spring of 1991, the NSTA president,reflecting a unanimous vote of the NSTA board, wrote to Dr. Frank Press—president of the National Academy of Sciences and chairman of the National Research Council (NRC)—asking the NRC to coordinate development of national science education standards. The presidents of several leading science and science education associations, the U.S. secretary of education,the assistant director for education and human resources at the National Science Foundation, and the cochairs of the National Education Goals Panel all encouraged the NRC to play a leading role in the effort to develop national standards for science education in content, teaching, and assessment.Shortly thereafter, major funding for this project was provided by the Department of Education and the National Science Foundation.

為了對制定標準的這項重要工作進行管理和監(jiān)督仲墨，國家研究理事會建立了全國科學教育標準與評價委員會(National Committee on Science Education Standards and Assessment)（NCSESA）。先后擔任這個委員會的主席的是詹姆斯?埃伯特博士和理查德?克勞斯納博士（后者自1993年11月起擔任此職）揍障。此外目养，在這個委員會的下面還設立了主席的顧問委員會，顧問委員會的成員分別來自于全國理科教師協(xié)會毒嫡、美國科學促進會癌蚁、美國化學學會、全國科學資源中心、美國物理教師協(xié)會（American Association of Physics Teachers）努释、州科學視導員理事會（Council of State Science Supervisors）碘梢、地球科學教育聯(lián)合會（Earth Science Education Coalition）和全國生物教師協(xié)會（National Association of Biology Teachers)。顧問委員會的這一批人的職責是幫助物色和招募各下設委員會和工作組所需的工作人員和志愿人員伐蒂。

To oversee the important process of standards development, the NRC established the National Committee on Science Education Standards and Assessment (NCSESA). The committee was chaired successively by Dr.James Ebert and (from November 1993) Dr. Richard Klausner. In addition, the Chair’s Advisory Committee was formed, consisting of representatives from STA,AAAS, ACS, NSRC,the American Association of Physics Teachers, the Council of State Science Supervisors,the Earth Science Education Coalition, and the National Association of Biology Teachers. This group helped to identify and recruit staff and volunteers for all of the committees and working groups that were required.

那個監(jiān)理委員會亦即全國科學教育標準與評價委員會（NCSESA）于1992年5月首次舉行會議痘系，三個工作組亦即內容標準工作組、教學標準工作組和評價標準工作組在整個夏季都是在接二連三地舉行工作會議饿自。制定標準的開始階段一直持續(xù)到1993年秋天。在這18個月中間龄坪，投入到這標準制定工作中去的一應之需都是征集自一大批科學教師昭雌、科學家、科學教育家以及對科學教育甚表關注的許許多多其他方面人士健田。向公眾介紹有關情況的報告等活動就舉行了150多次烛卧，為的是喚起公眾對有關科學教育改革的種種問題以及對科學教育標準的性質和內容的討論。

The oversight committee (NCSESA) first met in May 1992, and the three working groups (content, teaching, and assessment) each held intense working sessions over the summer. An initial phase of standards development lasted through the fall of 1993.During that 18 months,input to the standards was solicited from large numbers of science teachers ,scientists , science educators,and many others interested in science education .More than 150 public presentations were made to promote discussion about issues in science education reform and the nature and content of science education standards.

1993年年底妓局，科學教育標準“預印稿”的定稿工作著手進行总放。1994年5月，這部預印稿有選擇地分送到若干個專家組去好爬，以供他們批評與審議之用局雄。專家組是由全國科學教育標準與評價委員會主席下設的顧問委員會的代表組織再加上另外兩個組織亦即全國數(shù)學教師理事會和新標準項目組（New Standards Project）的全體成員組成的。此外存炮，國家研究理事會還曾召集完全由未曾參與此項計劃有關活動的人組成的5個專家組開會炬搭，來征詢他們對預印稿的各方面意見。在國家研究理事會組織的這次評議中穆桂，各個專家組分別對在預印稿中展示出來的內容標準宫盔、教學標準、評價標準享完、大綱標準和系統(tǒng)標準進行了評議灼芭。

Late in 1993, work began on the production of a complete “predraft” of the science education standards. This predraft was released in May 1994 to a selected set of focus groups for their critique and review. Each organization represented on the Chair’s Advisory Committee joined by two additional organizations (NCTM and the New Standards Project) formed focus groups. In addition,the NRC convened five focus groups that were composed entirely of individuals who had not yet been involved in the project to critique the predraft. In this NRC-organized review, separate groups of experts reviewed the content, teaching,assessment, program, and system standards present in the predraft.

參加起草工作的專家們對各位專家及各專家組就預印稿提出的許多改進建議進行了整理和分析之后，對這部預印稿進行了大量的修改般又，修改稿作為一種官方正式文獻而出臺彼绷。這部文稿于1994年12月發(fā)到全國，供各地討論審查倒源】猎ぃ《國家科學教育標準》的這個文本有40000余冊分別散發(fā)到約18000人的手上和250個小組里。參加起草工作的專家們又對參與審查這個文本的許多個人和小組提出的各種意見再次進行了整理和分析笋熬，并據(jù)此起草出《國家科學教育標準》的最后文本热某，這就是展現(xiàn)在讀者手上的這本書。

After the many suggestions for improving the predraft were collated and analyzed, an extensively revised standards document was prepared as a public document. This draft was released for nationwide review in December 1994. More than 40,000 copies of the draft National Science Education Standards were distributed to some 18,000 individuals and 250 groups. The comments of the many individuals and groups who reviewed this draft were again collated and analyzed; these were used to prepare the final National Science Education Standards that are presented here.

參加《國家科學教育標準》一書中內容標準部分之撰寫工作的許多人，都曾不謀而合地使用和轉述《面向全體美國人的科學》和《科學素養(yǎng)的衡量基準》（Benchmarks for Literacy）兩書對所有學生都應該知道些什么和能夠做些什么所作的闡述昔馋。因此國家科學院國家研究理事會以感激之情高度評價美國科學促進會的2061計劃所做的這種具有開創(chuàng)性的工作筹吐，并且相信，各州的框架委員會秘遏、各學校和學區(qū)的課程委員會以及教學材料與評價材料的編寫者們對《科學素養(yǎng)的衡量基準》的使用丘薛，與內容標準的精神是若合符節(jié)的。

The many individuals who developed the content standards sections of the National Science Education Standards made independent use and interpretation of the statements of what all students should know and be able to do that are published in Science for All Americans and Benchmarks for Science Literacy. The National Research Council of the Na ti onal Academy of Sciences gratefully acknowledges its indebtedness to the seminal work by the American Association for the Advancement of Science’s Project 2061 and believes that use of Benchmarks for Science Literacy by state framework committees, school and school district curriculum committees, and developers of instructional and assessment materials complies fully with the spirit of the content standards.

內容安排

這部標準由八章（原文為“七章”）組成邦危。下一章洋侨，也就是第二章，寫的是要使所有學生都具有良好的科學素養(yǎng)就必須遵循的幾條重大原則倦蚪。這些原則希坚，再加上對一些關鍵術語所作的定義，就是構成這部標準的思想基礎陵且。

Organization
The Standards are organized into seven chapters(疑惑：本書英文版明顯分為8章). The next chapter (Chapter 2) lays out a set of overarching principles that underlie the vision o f scientific literacy for all students. These principles, as well as definitions for key terms, provide the conceptual basis for the Standards.

教學和教師是科學教育改革的中心環(huán)節(jié)裁僧。所以，我們把科學教學諸標準安排到了最前面慕购。在第三章中討論的這些標準聊疲，講的中心問題就是教師要知道些什么和要做些什么。緊隨其后的是教師的專業(yè)進修標準沪悲，即第四章获洲，講的中心問題是教師們應該如何擴充自己的專業(yè)知識，應該如何提高自己的專業(yè)技能可训。合而觀之昌妹，第三章和第四章展現(xiàn)給我們的是我們對科學教學所持的一種廣泛而深入的看法，這種看法正是基于這樣一種堅定信念：科學探究是科學與科學學習的核心握截。

Teaching and teachers are at the center of the reform in science education. The standards for science teaching are,therefore, the standards presented first. Found in Chapter 3, these standards focus on what teachers know and do. The standards for the professional development of teachers are presented next: Chapter 4 focuses on how teachers develop professional knowledge and skill.Together, the standards in Chapters 3 and 4 present a broad and deep view of science teaching that is based on the conviction that scientific inquiry is at the heart of science and science learning.

科學教育評價標準是在第五章作為量度評價實踐之質量的準繩而加以闡釋的飞崖。評價標準也可以用作發(fā)展評價方法、制定評價政策的指南谨胞。這些標準也同樣可以用來衡量課堂評價和學校外面的專家設計的評價固歪，進行中的評價和總結式評價。

The science education assessment standards are presented in Chapter 5 as criteria for judging the quality of assessment practices.The assessment standards are also designed to be used as guides in developing assessment practices and policy. These standards apply equally to classroom-based and externally designed assessments and to formative(目前來看胯努，應譯為形成性評價) and summative assessments.

內容標準牢裳，按K-4，5-8和9-12各年級的程度分別加以組織叶沛，安排在第六章里蒲讯。這些標準表述的是對學生在整個K~l2教育階段發(fā)展理解和其他能力的期望。內容范圍包括科學探究灰署；物質科學判帮、生命科學和地球與空間科學這類傳統(tǒng)學科領域局嘁；科學與技術的聯(lián)系；從個人與社會角度看的科學晦墙；科學史與科學的性質悦昵。內容標準還附有培養(yǎng)學生的理解力的有關知識，也包括構成各項標準之基礎的一些基本觀念晌畅。

The content standards, organized by K-4,5-8, and 9-12 grade levels, are found in Chapter 6. These standards provide expectations for the development of student understanding and ability over the course of K-12 education. Content is defined to include inquiry; the traditional subject areas of physical, life, and earth and space sciences; connections between science and technology; science in personal and social perspectives;and the history and nature of science. The content standards are supplemented with information on developing student understanding, and they include fundamental concepts that underlie each standard.

第七章的內容是大綱標準但指，這些標準是衡量學校和學區(qū)的科學大綱質量的準繩。大綱標準集中闡釋的是與學生學科學(學這部標準所描述的科學)和教師教科學(教這部標準所描述的科學)的機會有關的一些問題抗楔。

Chapter 7 contains the program standards,which provide criteria for judging the quality of school and district science programs.The program standards focus on issues that relate to opportunities for students to learn and teachers to teach science as described in the Standards.

第八章中的系統(tǒng)標準是為檢驗學校和學區(qū)以外的科學教育系統(tǒng)諸元(包括從事教育工作的專業(yè)工作者和作為學校之支柱的廣大社會)的業(yè)績而提供的測量尺度棋凳。

The system standards in Chapter 8 consist of criteria for judging the performance of components of the science education system beyond the school and district : the people and entities,including education professionals and the broader community that supports the schools.

在這部標準中充滿了大量的實例——以真正的實踐為基礎的實際例子。這些實例都表明连躏，這部標準所確立的目標是完全可以達到的贫橙。每個實例都包括對其某些特點所作的一個簡單描述，每個實例都要把例子可能幫助理解的那幾項標準列述出來反粥。許多實例都只有在學生們已經(jīng)實際參與了這部標準所述及的那類科學教育活動時才是適用的。例如疲迂。評價實踐和舉例只有在學生們已經(jīng)有了獲取待評價的理解力和其他能力的機會以后才適用才顿。

Throughout the Standards, examples have been supplied that are based in actual practice . These examples demonstrate that the vision is attainable. Each example includes a brief description of some of its features and lists the standards that might be highlighted by the example. Many of the examples are appropriate only if students have been involved in the type of science education de s c ri bed in the Standards. For instance, the assessment exercises are appropriate if students have had the opportunity to gain the understanding and skills being assessed.

《國家科學教育標準》是為全體美國人制定的標準：公正平等是這部標準的一個基本原則，因此理所當然地要滲透到科學教育的方方面面尤蒿。

The National Science Education Standards are standards for all Americans:Equity is an underlying principle for the Standards and should pervade all aspects of science education .

閱讀指要

《國家科學教育標準》的編制旨在提供一本可靠的指南郑气，用以引導國人創(chuàng)建一個有高度科學素養(yǎng)的國度。因為這部標準展示給我們的是對有高度科學素養(yǎng)所作的一種構想腰池，而要把這一構想變成現(xiàn)實尾组，整個的教育系統(tǒng)就要在各方面作徹底的改變，因此示弓，可以料想得到讳侨，不同的讀者將會為了不同的目的來閱讀這部標準。重要的是奏属，所有的讀者都不能不讀第二章跨跨，也就是“原則與定義”這一章，因為這一章是科學教育改革之構想的基礎囱皿。其后各章的閱讀順序可以因人而異勇婴，孰先孰后就全看讀者的閱讀目的是什么了。

Guidance for Readers
The National Science Education Standards are intended to serve as a responsible guide to the creation of a scientifically literate society. Because the Standards present a vision for scientific literacy that will require changes in the entire education system,it is expected that different individuals will read the Standards for different purposes.It is important that all readers read Chapter 2, Principles and Definitions, which sets the foundation for the vision of science education reform. The order of reading then might differ, depending on the reader’s purpose.
The brief guide below (Table 1.1) provides direction for locating different types of information .

下面的這個便覽(表1.1)給讀者查找不同類型的信息指明了方向嘱腥。
TABLE 1.1 GUIDE TO USING THE STANDARDS
PURPOSE
Defining scientific literacy

• 原則與定義 (Chapter 2 )
• 科學內容標準 (Chapter 6 )

Providing guidance for teachers and other science educators

• 科學教學標準 (Chapter 3)
• 科學教育中評價 (Chapter 5)
• 專業(yè)進修標準 (Chapter 4)

Clarifying the responsibility of policy makers and the community

• 教育大綱標準 (Chapter 7)
• 教育系統(tǒng)標準 (Chapter 8)