A Research On Core Concepts In Next Generation Science Standards Of The United States

In primary and secondary schools of China,the practical reform of science and technology education requires an international perspective.As a leader in science and technology education,the Core Concepts of the Next Generation Science Standards(NGSS)promulgated by the National Research Council(NRC)in 2013.It has the rationality of the times and has reference significance for the reform of science education in China.In the teaching practice of the main concepts of primary science in China at this stage,at first,some science teachers mistakenly believe that the teaching of concepts is easy,and they ignore the richness and history of the connotation of the concept.Then,when students diverge from the main concept to sub-concepts or related concepts,it is easy to produce myth concepts;Next,some science teachers do not master the teaching methods of scientific concepts,the classroom teaching efficiency is not high.These problems have a negative impact on the learning of the core concepts of primary school students.Therefore,a new reference system is needed to reform the teaching practice of the core concepts of elementary school science.This research focuses on the teaching of core concepts of the Next Generation Science Standards in the United States,and it has carried out research on the core concepts from the following aspects:First,by searching relevant textual materials such as science education and core concepts,we explored the emergence and development of scientific core concepts in history of science,their relationship between core concepts and the life world,and their impact on society.Second,interpret the text of the core concepts in Next Generation Science Standards,and analyze the characteristics of these core concepts in that they are connected to the life world of people,reflect the social functions of science,and integrate the historical process of science.Third,analyze the characteristics of the representative core concepts in the American Science Fusion version of elementary science textbooks,and examine the inherent teaching implications of the core concepts from the dimensions of the sociology of science,the philosophy of science,and the history of science.It can be concluded that core concepts system conforms to the order of students' understanding,the choice of core concepts revolves around basic scientific issues,and the content of core concepts presents the direction of advanced development.Fourth,the core concepts of the Next Generation Science Standards in the United States are reasonable.There are specific problems in the teaching of scientific concepts in China,and new ideas are needed to solve these problems.Three suggestions are put forward: choose the core concepts of science according to the students' life world,promote students to understand the core concepts in science in multiple dimensions,cultivate students' sense of social responsibility based on the sociality of the core concepts.