A Hermeneutic Research On The Text Content Of Science And Engineering Practices Of The Next Generation Science Standards In The United States

The trend of American science education from "scientific inquiry" to "science practices" has aroused the attention of science education in China.Compared with "scientific inquiry",in 2013,the United States formulated the Next Generation Science Standards,which proposed "science and engineering practice",emphasizing that students are the main body of practice,cultivating students' scientific thinking ability and critical communication ability in the process of science learning,and attaching importance to the connection between science and technology,engineering and society.Therefore,it is of great significance to understand the content structure,curriculum objectives and educational philosophy of "science and engineering practice" and to study the teaching characteristics of "science and engineering practice" in the United States.This article focuses on the core issue of the "Science and Engineering Practice" educational concept of NGSS in the United States and its enlightenment to my country.First,by combing and analyzing the Chinese and English literature with the theme of "science and engineering practice","scientific inquiry","philosophy of scientific practice",the inevitability and challenges of the transformation from "scientific inquiry" to "scientific practice" are clarified.Secondly,it interprets the text content of "science and engineering practice" in NGSS with text analysis method,mainly including the content structure,curriculum objectives and educational philosophy of "science and engineering practice",so as to find its reasonable core more objectively.Thirdly,the case study method is used to analyze the teaching cases and characteristics of "science and engineering practice" in the United States.China should critically learn from the reasonable educational thought of "science and engineering practice" in the United States,so as to explore the teaching design of "science and engineering practice" in primary school science.The study found that he concept of "science and engineering practice" in the United States integrates three aspects of scientific practice:cognitive,social and physical.Firstly,"science and engineering practice" pays more attention to scientific theory thinking and construction activities such as model development and construction interpretation;secondly,"science and engineering practice" pays more attention to social interaction and scientific debate between students;finally,"science and engineering practice" emphasizes the close relationship between science and engineering,and proposes to integrate scientific practice and engineering practice according to the characteristics of teaching content.Based on the interpretation of the concept of "science and engineering practice" and the analysis of the teaching cases of "science and engineering practice" in the United States,combined with the basic situation of primary school science education in our country,this paper puts forward some suggestions for critically learning from the educational ideas of "science and engineering practice" in the United States: first,In order to improve students' practical ability,we should deeply explore the practical points of teaching content,integrate scientific practice and engineering practice,and actively explore diversified "scientific and engineering practice".Second,we should create a science learning community in the education of "science and engineering practice",highlight the characteristics of science as a social activity,and promote the free exchange of science and engineering practice among students;Thirdly,to guide students to become reflectors in "science and engineering practice",that is,to reflect on the correctness of views and the reliability of evidence,so as to promote the development of students' scientific thinking ability.