《K-12科学教育框架 》

（Framework for K–12 Science Education，

简称Framework）


前言FOREWORD

A Framework for K-12 Science Education _represents the first step in a process to create new standards in K-12 science education. This project capitalizesonamajoropportunitythatexistsatthismoment—alargenumber of states are adopting common standards in mathematics and English/ language arts and thus are poised to consider adoption of common standards in K-12 science education. The impetus for this project grew from the recognition that, although the existing national documents on science content for grades K-12 (developedintheearlytomid-1990s)wereanimportantstepinstrengtheningscience education, there is much room for improvement. Not only has science progressed, but the education community has learned important lessons from 10 years of implementing standards-based education, and there is a new and growing body of research on learning and teaching in science that can inform a revision of the standards and revitalize scienceeducation.
一个K-12科学教育框架代表了在K-12科学教育中制定新标准的第一步。这个项目获利于（capitalizeson）当前的重大机遇，许多州在数学和英语/语言艺术中采用了共同的标准，因此也准备在K-12科学教育中考虑采用共同的标准。该项目的动力来自于一个认识，即现有的关于K-12年级科学内容的国家文件（在20世纪90年代初至中期制定）尽管是加强科学教育的重要一步，但仍有很大的改进空间。10年来，不仅是科学在进步，教育界也从基于标准的教育实施中吸取到重要教训，新的和不断增长的关于科学学习和教学的研究可以为修订标准和振兴科学教育提供信息。
In this context, the Carnegie Corporation of New York, together with the Institute for Advanced Study, established a commission that issued a report entitled _The Opportunity Equation, _calling for a common set of standards in science to be developed. The Carnegie Corporation has taken a leadership role to ensure that the development of common science standards proceeds and is of the highest quality by funding a two-step process: first, the development of this framework by the National Research Council (NRC) and, second, the development of a next generation of science standards based on the framework led by Achieve, Inc. We aregratefulforthefinancialsupportoftheCarnegieCorporationforthisprojectand for their vision in establishing the partnership and two-step process for devel- oping the new standards.
在这种情况下，纽约卡内基公司与先进学习研究所共同成立了一个委员会，发布了一份题为《机会方程式_The Opportunity Equation》的报告，呼吁制定一套共同的科学标准。卡内基公司发挥了领导作用，通过资助一个分为两步走的实施流程，以确保共同科学标准的进展并达到最高质量要求：第一步，由国家研究委员会（NRC）制定该框架，第二步，在Achieve公司领导，在框架基础上制定下一代科学标准。我们感谢卡内基公司对该项目的资金支持，以及他们在建立合作伙伴关系和制定新标准的两步流程方面的愿景。
This framework builds on the strong foundation of previous studies that sought to identify and describe the major ideas for K-12 science education. These include Science for All Americans _and _Benchmarks for Science Literacy (1993), developed by the American Association for the Advancement of Science (AAAS), and the National Science Education Standards (1996), developed by the NRC. The framework is also informed by more recent work of two of our partner organizations: the AAAS (in Project 2061 especially) and the National Science Teachers Association (particularly the 2009 Anchors project). Achieve, Inc., our third partner in this endeavor, will lead the development of next-generation standards for science education based on the framework presented in this report with the aspiration that many states will choose to adopt them. We look forward to working with these organizations in the dissemination and implementation of the vision of scienceandengineeringeducationthattheframeworkembodies.
这个框架有坚实的基础，建立在以往试图识别和描述K-12科学教育主要思想的研究之上。其中包括由（AAAS）制定的《面向全体美国人的科学Science for All Americans》和《科学素养基准Benchmarks for Science Literacy (1993)》，以及由NRC制定的《国家科学教育标准National Science Education Standards (1996)》。本框架还受益于我们的两个合作组织最近的工作：美国科学促进协会（AAAS）（特别是2061项目）和国家科学教师协会（特别是2009年锚项目）。Achieve公司作为第三方，基于许多州将选择本标准的意愿，将根据本报告提出的框架，领导下一代科学教育标准的制定。我们期待着与这些组织合作，传播和实施该框架所体现的科学和工程教育的愿景。
The framework highlights the power of integrating understanding the ideas of science with engagement in the practices of science and is designed to build students’ proficiency and appreciation for science over multiple years of school. Of particular note is the prominent place given to the ideas and practices of engineering.
该框架强调了将理解科学理念与参与科学实践相结合的力量，旨在培养学生在多年的学校生活中对科学的熟练程度和鉴赏力。特别值得注意的是，工程的思想和实践占据了突出的位置。
As presidents of the National Academy of Sciences and National Academy of Engineering, we are pleased to convey this report to interested readers. We believe that the education of the children of this nation is a vital national concern. The understanding of, and interest in, science and engineering that its citizens bring to bear in their personal and civic decision making is critical to good decisionsaboutthenation’sfuture.Thepercentageofstudentswhoaremotivatedby their school and out-of-school experiences to pursue careers in these fields is currently too low for the nation’s needs. Moreover, an ever-larger number of jobs require skills in these areas, along with those in language arts and mathematics.
作为国家科学院和国家工程院的院长，我们很高兴向感兴趣的读者转达这份报告。我们相信，这个国家儿童的教育是一个至关重要的国家问题。公民在个人和民事决策中对科学和工程的理解和兴趣对国家未来的良好决策至关重要。目前，受学校和校外经历激励而选择在这些领域工作的学生比例太低，无法满足国家的需求。此外，越来越多的工作需要这些领域的技能，以及语言艺术和数学方面的技能。
We thank the committee and the many consultants and NRC staff members who contributed to this effort, as well as the thousands who took the time to comment on the draft that was made public in July 2010. That input contributed substantially to the quality of this final report.
我们感谢委员会和为这项工作做出贡献的许多顾问和NRC工作人员，以及花时间对2010年7月公布的草案发表意见的数以千计的人们。这些投入极大地提高了最终报告的质量。

Ralph J. Cicerone, President, National Academy of Sciences
Charles M. Vest, President, National Academy of Engineering
拉尔夫·J·西塞隆，美国国家科学院院长
查尔斯·M·维斯特，美国国家工程院院长

_x _Foreword