CAJ | 학술논문

美国的基础教育教科书评价研究起步较早，发展至今已相对成熟且系统化。与其地方分权的教育管理体制相适应，美国既有跨州的“2061计划”教科书评价标准，也有各州在此基础上制定的本州教科书评价标准，这些标准的研制理念与现代教育评价理论一致，很好地体现了对教科书价值的判定，并使教科书的价值得以量化并外显出来，对我国教科书评价研究及标准的制定具有借鉴和参考意义。
미국적기출교육교과서평개연구기보교조，발전지금이상대성숙차계통화。여기지방분권적교육관리체제상괄응，미국기유과주적“2061계화”교과서평개표준，야유각주재차기출상제정적본주교과서평개표준，저사표준적연제이념여현대교육평개이론일치，흔호지체현료대교과서개치적판정，병사교과서적개치득이양화병외현출래，대아국교과서평개연구급표준적제정구유차감화삼고의의。
The researches on K-12 textbook evaluation were started in the mid-19th century in United States. Up to now, the studies have been increasingly mature and systematic. Compatible with the education administration system, there are both national“2061 Project”textbook evaluation criteria and state textbook evaluation criteria based on national criteria in United States, which are signiifcant references to our studies on science textbook evaluation.