A Discussion Of Our Primary Science Content Standards Under The NGSS Three Dimensional Learning Idea

American <Next Generation Science Standards>(for short,NGSS) is a symbolic achievement of American science education reform in 21 st century.It came up with “Three Dimensional Learning”(Disciplinary Core Ideas,Crosscutting Concepts,Science and Engineering Practices)idea,emphasizedthat students of K-12 grades shall learn sciencefrom aspects of three dimensions above-mentioned.It happens that there is a similar case,our <Full-Time Compulsory Education Science(grades 1-6)Curriculum Standard(Revised Draft)>(for short,Revised Standard)which was committed and examined in Dec.2015 had a strong comparability with NGSS.In the measure of Three Dimensional Learning in K-5 of NGSS,this study discuss the differences and similarities in content selection,standard setting,standard organization and arrangement between NGSS and our <Revised Standard>“curriculum content” parts,to evaluate potential of achieving relevant science education goals and provide reference and inspiration for our science curriculum standards revising work.This study is consisted of five chapters.The first one is introductory theory,represented research backgrounds,problems,significance,methods,approaches and definitions of relevant concepts.The second one is literature review,collected and analyzed the research about our primary science curriculum standards and American <Next Generation Science Standards>and its Three Dimensional Learning idea. The third one unscrambled Three Dimensional Learning idea of K-5 in NGSS,translated K-5(amount to our primary school stage) science standards content,included how the Performance Expectation of each standard was connected with three dimensions and how three dimensions were connected with each other.The forth one analyzed the analogous three dimensions of content standards in <Revised Standard>,found the similarities and differences between NGSS and <Revised Standard> in three dimensions aspects,analyzed reasons and advantages and disadvantages of two kinds.The fifth one provided some suggestions about our primary sciencecurriculum standard revising work and primary science teachers teaching practice on the foundation of summarizing research results above.In this study drew three aspects of conclusions by comparison and analysis:(1)In terms of choosing Disciplinary Core Ideas content,our standard pay more attention to factual knowledge and skills but ignore knowledge those reflecting science principle or mechanism to some extent,our science concepts chains are less integrated than those in NGSS;in terms of organizing Disciplinary Core Ideas in text,our standard emphasize acquainting science knowledge from static state to dynamic state and prefer to organize concepts by using theme as a carrier,but NGSS organize concepts by different science research fields;in terms of language expression of Disciplinary Core Ideas,our standard own more concrete clear and definite expression,and NGSS own more abstract and broad expression.(2)In terms of Crosscutting Concepts,our standard have not extracted and purified explicit Crosscutting Concepts,lacks of attention to “System”concept.Although there are a lots of attentions to other Crosscutting Concepts but still lack of “System”perspective.(3)In terms of Science and Engineering Practice,our curriculum standard have shown the development in understanding the differences between science inquiry and science practice,but we should continue to attention that science inquiry steps are not equal to those common elements in science and engineering practices.We should think about how to access students’ practice in cognitive dimension and social dimension on the foundation of curriculum standards,and think about how to introduce technology education into elementary science education further more.Depending on research conclusions above,this study provided these suggestions about our primary science curriculum standards revising work and our primary science teachers teaching practice and so on:(1)Maintain logic sequencing of main concepts expression and pay more attention to principal and mechanism in science knowledge;(2)Research learning progression of science concepts longitudinally and emphasize coherent and integrated concepts chains horizontally;(3)Conclude overall Crosscutting Concepts and train to recognize problems in system level;(4)Maintain advantages of combining humanities and sciences and optimize weight distribution in Technology and Engineering content standard;(5)Set clarified-defined science practice standards and put integrate education of Science and Engineering into practice.