The Research Of The Concept And Practice In The Science Education Of The Primary And Secondary In The United States

The United States in the International Student Assessment PISA test for 3 times results in a lower-middle, following its 15-year-old students in reading, mathematics, science has shown unsatisfactory results. Began at 2003, a test in the performance of American students scientific interest is at a relatively high position. In other words, the PISA tests of American students have shown disappointing results of science, but the scientific interest of them is on the top of the world. In this paper, it starts from the United States PISA test in primary and secondary school students on scientific achievements, with the details of the relevance of science education in United States, analyzes the conceptual level U.S. science education has and the practices in all aspects of the performance and factors that brought about the related issues, explores the original reasons of the long time divergence of views between the ability and knowledge in U.S.,gives views of the U.S. science education reform started in the near future, and also analyzes why there is such a reform, as well as if a harmony development can be given from both ability and knowledge.Since the 20th century, the United States has undergone a number of science education reforms. From a careful analysis of these specific measures to science education reforms, it can be seen that the U.S. science education has been from developing elite to universal popularization, which also reflected some extent of the rapid spread in U.S. Science Education.From 1960s, the content of the science curriculum in U.S. continues to integrate, and, to some extent, the science curriculum has been shortened time. Coming into the 1990's, the United States have begun to reflect on the reasons of a number of international projects failure of American students, and try to give some reform measures. This trend in the late 1990's to the 21st century becomes even more evident. U.S. Government promulgated a series of bills like the "National Science Education Standards", "National Competitiveness" and "No Child Left Behind Act", related to the basic knowledge of science education to emphasize the importance of science education, increase teaching time, strengthen the science education teacher training, increase the federal investment in science education, reform the science and classroom teaching strategies, and pay attention to the importance of evaluating on science education.This paper describes the introduction of the problem, research, research design and research of the status quo at home and abroad. The first chapter is mainly in details of previous about the performance of American students in PISA test, including scientific results and also the interests on situation, and introduction of the U.S. response to this situation. Chapter II tried to analysis the concept of science education in American primary and secondary school, with the first of the requirements of scientific literacy embodied and reflected in PISA test. Then it analysed the concept of science education in the United States,respectively, from the concept of integrated curriculum, student-centered classroom teaching strategies, ability to view and evaluation of several aspects. Chapter III analysed on the U.S. practising problems of science education in primary and secondary schools, elaborating mainly on several aspects as the U.S. science educational curriculum, content, practice and evaluation, and management. The fourth one focuses on the current implementation of the reform measures in American primary and secondary science education, as well as the analysis about the impact of the background. And based all, it is put forward the views on how to solve the divergence between the ability and knowledge to make sure them both develop in harmony and balance.