CAJ | 학술논문

以《普通高中物理课程标准（实验）》、《美国国家科学教育标准》等为参照，从科学素养主题的视角，对中美高中物理教科书中量子理论部分进行定量分析和比较。结果表明：我国传统教科书中科学知识的比重偏高，不太关注学生对科学探究过程的体验。新教科书中科学知识的比重显著降低，更加关注学生的主动探究和科学史教育，但STS内容较少、范围较窄。美国教科书在科学探究和STS主题的处理方面做得较好。
이《보통고중물리과정표준（실험）》、《미국국가과학교육표준》등위삼조，종과학소양주제적시각，대중미고중물리교과서중양자이론부분진행정량분석화비교。결과표명：아국전통교과서중과학지식적비중편고，불태관주학생대과학탐구과정적체험。신교과서중과학지식적비중현저강저，경가관주학생적주동탐구화과학사교육，단STS내용교소、범위교착。미국교과서재과학탐구화STS주제적처리방면주득교호。
Based on the physics curriculum standards of China and national science education standards of USA, this article examines the contents of nine senior high school physics textbooks used in the two countries on scientific literacy themes. In China, the traditional textbooks stress science as a body of knowledge, and place very little emphasis on science as a way of inquiring. The new ones pay more attention on science as a way of inquiring and thinking, but devote very little content to STS. The textbook used in USA provides us a good example of the proper treatment of scientific inquiry and STS themes.