“2061计划”教材分析法的分析化学课程与教学论专业论文.docxVIP

PAGE PAGE 10 Abstract The present science textbooks and methods of instruction, far from helping, often actually impede progress toward science literacy. They emphasize the learning of answers more than the exploration of questions, memory at the expense of critical thought, bits and pieces of information instead of understandings in context, recitation over argument, reading rather than doing. To see how well the available texts align with Standards and Benchmarks how well they help students achieve them and promote developing new curriculum-materials . Project 2061 has been developed a process for evaluating curriculum materials.Project 2061’s evaluation procedure will not only serve schools’ materials adoption purposes, but will also help teachers revise existing materials and guide developers to design new materials that support constructivist learning. My study focuses on introduction of Project 2061 Curriculum-Analysis Procedure,with purposes of giving some advices for our educators on how to develop a new generation curriculum materials and the new evaluation procedure,which represent the features of Constructivist instruction and support this kind of learning .For that reason, my research report consists of four major sections,each focusing on one aspect of my work. The first section details Project 2061curriculum-materials analysis procedure,by defining the role of instructional materials,introducing both content and instructional analysis,with more attentions to instructional criteria. The second section explored the research base of the procedure. Project 2061 emphasizes what students should learn, it also recognizes that how science is taught is equally important. One fundamental premise of Project 2061 is that the schools do not need to be asked to teach more and more content, but rather to focus on what is essential to science literacy and to teach it more effectively.The instructional criteria were derived from princip