《國家科學(xué)教育標(biāo)準(zhǔn)》是為引導(dǎo)我國國民步入一個(gè)具有高度科學(xué)素養(yǎng)的社會(huì)而撰寫的。以典型的實(shí)踐和研究為依據(jù)而制定出來的這部標(biāo)準(zhǔn)，不僅對(duì)所謂的具有科學(xué)素養(yǎng)的人作出具體的構(gòu)想，也為可使這種構(gòu)想變成現(xiàn)實(shí)的科學(xué)教育提出具體的衡量基準(zhǔn)。

The National Science Education Standards are designed to guide our nation toward a scientifically literate society. Founded in exemplary practice and research, the Standards describe a vision of the scientifically literate person and present criteria for science education that will allow that vision to become reality.

具有科學(xué)素養(yǎng)何以如此重要呢?首先，懂科學(xué)能給人以愜意感和興奮感——這是每一個(gè)人都應(yīng)分享到的好處。其次，美國人在自己的生活中所遇到的需要運(yùn)用科學(xué)知識(shí)和科學(xué)的思維方式作出明智抉擇的那類問題越來越多。我們將如何對(duì)待我們共同擁有的資源——諸如空氣、水源和國有森林等——也取決于我們的人民做出的集體判斷。

Why is science literacy important? First, an understanding of science offers personal fulfillment and excitement--benefits that should be shared by everyone. Second, Americans are confronted increasingly with questions in their lives that require scientific information and scientific ways of thinking for informed decision making. And the collective judgment of our people will determine how we manage shared resources—such as air, water, and national forests.

懂得科學(xué)、有科學(xué)的本領(lǐng)還可使學(xué)生們有足夠的能力勝任將來的各種重要而富有成效的工作。工商企業(yè)界所需要的新就業(yè)者是那種善于學(xué)習(xí)、善于推理、思維具有創(chuàng)造性、能決善斷、會(huì)解決問題的人。此外，人們對(duì)經(jīng)濟(jì)競(jìng)爭(zhēng)力的關(guān)注也使科學(xué)和數(shù)學(xué)教育不能不占據(jù)極端重要的中心地位，因?yàn)橹挥懈愫梦覀兊目茖W(xué)和數(shù)學(xué)教育我們才不致落后于我們?cè)谌澜绲母?jìng)爭(zhēng)對(duì)手。

Science understanding and ability also will enhance the capability of all students to hold meaningful and productive jobs in the future. The business community needs entry-level workers with the ability to learn,reason, think creatively, make decisions, and solve problems. In addition, concerns regarding economic competitiveness stress the central importance of science and mathematics education that will allow us to keep pace with our global competitors.

為什么要有國家科學(xué)教育標(biāo)準(zhǔn)

Why National Science Education Standards?
“標(biāo)準(zhǔn)”一語具有多種含義?？茖W(xué)教育標(biāo)準(zhǔn)是量度質(zhì)量的準(zhǔn)繩：量度的是學(xué)生們所掌握的知識(shí)和能力的質(zhì)量；給學(xué)生提供學(xué)科學(xué)之機(jī)會(huì)的科學(xué)大綱的質(zhì)量；科學(xué)教學(xué)的質(zhì)量；支持著科學(xué)教師和科學(xué)大綱的教育系統(tǒng)的質(zhì)量；評(píng)價(jià)的具體做法和政策的質(zhì)量?？茖W(xué)教育標(biāo)準(zhǔn)是檢驗(yàn)進(jìn)步大小的尺度，檢驗(yàn)的是我們向著國家給一個(gè)造就優(yōu)等人才的系統(tǒng)所定的科學(xué)學(xué)習(xí)與科學(xué)教學(xué)目標(biāo)前進(jìn)了多少，因此，科學(xué)教育標(biāo)準(zhǔn)也是一面旗幟，全國的改革者們可以團(tuán)結(jié)在這面旗幟下向著共同的目標(biāo)而前進(jìn)。

The term “standard”has multiple meanings.Science education standards are criteria to judge quality: the quality of what students know and are able to do; the quality of the science programs that provide the opportunity for students to learn science; the quality of science teaching; the quality of the system that supports science teachers and programs;and the quality of assessment practices and policies. Science education standards provide criteria to judge progress toward a national vision of learning and teaching science in a system that promotes excellence, providing a banner around which reformers can rally.

美國教育質(zhì)量的高低，關(guān)鍵掌握在地方，因?yàn)閷W(xué)生們要學(xué)些什么完全是由各地的教育委員會(huì)和教師委員會(huì)來決定的。國家標(biāo)準(zhǔn)就是給各州、各地方的學(xué)校人士和社區(qū)提供的判斷依據(jù)，幫助他們判斷什么樣的課程、什么樣的教師進(jìn)修活動(dòng)或者什么樣的評(píng)價(jià)項(xiàng)目才是合適的。國家標(biāo)準(zhǔn)有助于各地制定出能使科學(xué)教育的改革工作步調(diào)統(tǒng)一、目標(biāo)一致、首尾如一地進(jìn)行下去的政策：使每一個(gè)人都能向著同一個(gè)方向前進(jìn)，因此就可確保，人們?yōu)楦母锟茖W(xué)教育而采取的各種頗具風(fēng)險(xiǎn)的行動(dòng)會(huì)得到整個(gè)系統(tǒng)中的政策和實(shí)際做法的支持。

A hallmark of American education is local control, where boards of education and teachers make decisions about what students will learn. National standards present criteria by which judgments can be made by state and local school personnel and communities ,helping them to decide which curriculum ,staff development activity, or assessment program is appropriate. National standards encourage policies that will bring coordination, consistency, and coherence to the improvement of science education : They allow everyone to move in the same direction , with the assurance that the risks they take in the name of improving science education will be supported by policies and practices throughout the system.

今天，即使在沒有國家標(biāo)準(zhǔn)的情況下，在科學(xué)的課堂上也有一些別開生面的做法在實(shí)踐，但是這只是因?yàn)橛幸恍┦殖鲱惏屋偷慕處熞鲂┓悄敲醋霾豢傻氖露坏貌恢脗鹘y(tǒng)的做法于不顧罷了。有許多慷慨樂施的教師因?yàn)橹缹W(xué)生們只有通過研究才能取得上佳的學(xué)習(xí)效果，因而不惜自己花錢來添置科學(xué)用品。這些教師不是把注意力放在充滿科學(xué)術(shù)語的教科書上，而是鼓勵(lì)學(xué)生們進(jìn)行科學(xué)探究。這些教師在備課的時(shí)候還總是要把自己的科學(xué)課跟學(xué)生們的生活聯(lián)系起來，而不是簡(jiǎn)單化地備一門學(xué)?？茖W(xué)課。

Some outstanding things happen in science classrooms today, even without national standards. But they happen because extraordinary teachers do what needs to be done despite conventional practice. Many generous teachers spend their own money on science supplies, knowing that students learn best by investigation. These teachers ignore the vocabulary-dense textbooks and encourage student inquiry. They also make their science courses relevant to students’ lives, instead of simply being preparation for another school science course.

貫徹實(shí)施《國家科學(xué)教育標(biāo)準(zhǔn)》將會(huì)十分重視和鼓勵(lì)這些優(yōu)秀教師的那些十分出色的實(shí)踐，將會(huì)給他們以應(yīng)有的承認(rèn)和支持。對(duì)那些在自己的預(yù)算中撥出部分款項(xiàng)來支持學(xué)生做野外科學(xué)考察的校長(zhǎng)，對(duì)那些靠烤點(diǎn)心義賣來為學(xué)生購置科學(xué)設(shè)備的家長(zhǎng)，對(duì)那些置市場(chǎng)看好的多項(xiàng)選擇測(cè)試書籍于不顧而偏偏去嘗試出版真實(shí)可信的評(píng)價(jià)實(shí)踐的書籍的出版商，也要給他們以應(yīng)有的承認(rèn)和鼓勵(lì)。

Implementation of the National Science Education Standards will highlight and promote the best practices of those extraordinary teachers and give them the recognition and support they deserve. School principals who find money in their budgets for field trips, parents whose bake-sale proceeds purchase science equipment, and publishers who are pioneering authentic assessments despite the market for multiple-choice tests will also be recognized and encouraged.

這部標(biāo)準(zhǔn)有助于規(guī)劃我們走向未來的行動(dòng)路線?；诮袢盏淖罴褜?shí)踐而制定出來的這部標(biāo)準(zhǔn)，就是旨在引導(dǎo)我們從當(dāng)前學(xué)校教育的種種束縛中解脫出來，向著優(yōu)異超群這個(gè)共同的目標(biāo)前進(jìn)。

The Standards help to chart the course into the future. By building on the best of current practice ,they aim to take us beyond the constraints of present structures of schooling toward a shared vision of excellence .

學(xué)?？茖W(xué)的目標(biāo)

《國家科學(xué)教育標(biāo)準(zhǔn)》所規(guī)定的學(xué)?？茖W(xué)的目標(biāo)是培養(yǎng)學(xué)生能

• 由于對(duì)自然界有所了解和認(rèn)識(shí)而產(chǎn)生充實(shí)感和興奮感；
• 在進(jìn)行個(gè)人決策之時(shí)恰當(dāng)?shù)剡\(yùn)用科學(xué)的方法和原理；
• 理智地參與那些就與科學(xué)技術(shù)有關(guān)的各種問題舉行的公眾對(duì)話和辯論；
• 在自己的本職工作中運(yùn)用一個(gè)具有良好科學(xué)素養(yǎng)的人所應(yīng)有的知識(shí)、認(rèn)識(shí)和各種技能，因而能提高自己的經(jīng)濟(jì)生產(chǎn)效率。

The goals for school science that underlie（譯為劃定是否可行） the National Science Education Standards are to educate students who are able to

• experience the richness and excitement of knowing about and understanding the natural world;
• use appropriate scientific processes and principles in making personal decisions;
• engage intelligently in public discourse and debate about matters of scientific and technological concern; and
• increase their economic productivity through the use of the knowledge,understanding, and skills of the scientifically literate person in their careers.

這些目標(biāo)給我們勾畫出來的是具有高度科學(xué)素養(yǎng)的社會(huì)的一個(gè)大致輪廓。內(nèi)容標(biāo)準(zhǔn)所描述的是所謂有高度科學(xué)素養(yǎng)的人在經(jīng)過那13年的學(xué)?？茖W(xué)教育之后都應(yīng)該了解、認(rèn)識(shí)和能做些什么。評(píng)價(jià)標(biāo)準(zhǔn)、教學(xué)標(biāo)準(zhǔn)、大綱標(biāo)準(zhǔn)和系統(tǒng)標(biāo)準(zhǔn)分別描述的是，所有學(xué)生要達(dá)到在內(nèi)容標(biāo)準(zhǔn)中所描述的具有高度科學(xué)素養(yǎng)這個(gè)目標(biāo)所需要的種種條件。

These goals define a scientifically literate society. The standards for content define what the scientifically literate person should know, understand, and be able to do after 13 years of school science. The separate standards for assessment, teaching, program, and system describe the conditions necessary to achieve the goal of scientific literacy for all students that is described in the content standards.

貫徹實(shí)施這部標(biāo)準(zhǔn)的學(xué)校將引導(dǎo)學(xué)生們通過積極地參加對(duì)他們既饒有趣味又十分重要的科學(xué)探究活動(dòng)來學(xué)習(xí)科學(xué)。學(xué)生們通過這樣的活動(dòng)將可為自己探討科學(xué)問題打下良好的知識(shí)基礎(chǔ)。在這些學(xué)校中，教師們將有權(quán)決定學(xué)生們學(xué)什么、怎樣學(xué)以及資源該如何分配等問題。教師和學(xué)生們將共同置身于一個(gè)以學(xué)科學(xué)為中心目標(biāo)的集體之中，共同為一個(gè)有助于他們成長(zhǎng)的教育系統(tǒng)所陶冶。

Schools that implement the Standards will have students learning science by a ctively engaging in inquiries that are interesting and important to them. Students there by will establish a knowledge base for understanding science. In these schools, teachers will be empowered to make decisions about what students learn,how they learn it, and how resources are allocated. Teachers and students together will be members of a community focused on learning science while being nurtured by a supportive education system.

在今天的大多數(shù)學(xué)校里，學(xué)生們可能都無法達(dá)到上述標(biāo)準(zhǔn)。要把這部標(biāo)準(zhǔn)付諸實(shí)施就必須實(shí)施長(zhǎng)期而持久的改革。

Students could not achieve the standards in most of today’s schools. Implementation of the Standards will require a sustained, long-term commitment to change.

《國家科學(xué)教育標(biāo)準(zhǔn)》的成書經(jīng)過

History of the National Science Education Standards
確定國家目標(biāo)和為達(dá)此目標(biāo)而制定國家標(biāo)準(zhǔn)，是我們教育改革政策中的當(dāng)前戰(zhàn)略。各州政府對(duì)搞國家標(biāo)準(zhǔn)的支持始于1989年，全國州長(zhǎng)協(xié)會(huì)就是在這一年贊同制定國家教育目標(biāo)的。喬治?布什總統(tǒng)隨后便組建了國家教育目標(biāo)專門小組，對(duì)這項(xiàng)工作給予支持。威廉?克林頓當(dāng)選總統(tǒng)后，新政府對(duì)制定國家教育標(biāo)準(zhǔn)的工作繼續(xù)給予了支持。

Setting national goals and developing national standards to meet them are recent strategies in our education reform policy.Support for national education standards by state governments originated in 1989, when the National Governors Association endorsed national education goals.President George Bush immediately added his support by forming the National Education Goals Panel. The support for standards was continued by the new administration after the election of President William Clinton.

最早的標(biāo)準(zhǔn)見之于1989年，當(dāng)時(shí)，一些數(shù)學(xué)教育家和數(shù)學(xué)家在下面這兩種出版物中對(duì)國家標(biāo)準(zhǔn)這個(gè)題目展開了研討：一種出版物是全國數(shù)學(xué)教師理事會(huì)（NCTM）編定的《中小學(xué)數(shù)學(xué)的課程標(biāo)準(zhǔn)與評(píng)價(jià)標(biāo)準(zhǔn)》（Curriculum and Evaluation Standards for School Mathematics）(1989)和國家研究理事會(huì)編定的《人人都很舉足重輕：寫給國人的一份數(shù)學(xué)教育前景報(bào)告》（Everybody Counts：A Report to the Nation on the Future of Mathematics Education）(1989)。對(duì)制定其他的教育標(biāo)準(zhǔn)來說，全國數(shù)學(xué)教師理事會(huì)的經(jīng)驗(yàn)很重要，它表明，制定標(biāo)準(zhǔn)的工作必須允許所有有關(guān)人員，特別是那些負(fù)責(zé)實(shí)施這些標(biāo)準(zhǔn)的人參與。

The first standards appeared in 1989,when mathematics educators and mathematicians addressed the subject of national standards with two publications:Curriculum and Evaluation Standards for School Mathematics, by the National Council of Teachers of Mathematics (NCTM)(1989); and Everybody Counts: A Report to the Nation on the Future of Mathematics Education, by the National Research Council (1989). The NCTM experience was important in the development of other education standards,and it demonstrated that participation in the development of standards had to be open to all interested parties, especially those responsible for their realization.

《國家科學(xué)教育標(biāo)準(zhǔn)》有若干重要的前奏。1983年，《一個(gè)處在危險(xiǎn)中的國家》（A Nation at Risk）出版，呼吁對(duì)美國教育系統(tǒng)進(jìn)行反思和改革。在80年代期間，美國化學(xué)學(xué)會(huì)（ACS）、生物科學(xué)課程研究會(huì)（Biological Sciences Curriculum Study）、教育促進(jìn)中心(Education Development Center)、勞倫斯科學(xué)館(Lawrence Hall of Science)、全國科學(xué)資源中心(NSRC)以及技術(shù)教育資源中心(Technical Education Resources Center)都編出了富有創(chuàng)新精神的科學(xué)課程。1989年，美國科學(xué)促進(jìn)會(huì)（AAAS）通過他們的2061計(jì)劃（Project 2061）出版了《面向全體美國人的科學(xué)》（Science for All Americans），對(duì)所有中學(xué)畢業(yè)生所應(yīng)具有的科學(xué)素養(yǎng)做出了界定。在稍晚些時(shí)候，全國理科教師協(xié)會(huì)（NSTA）通過他們的所謂范圍、次序和配合計(jì)劃（Scope，Sequence & Coordination Project）出版了《內(nèi)容核心》（The Content Core）。

The National Science Education Standards had several important precursors. In 1983, A Nation at Risk was published,calling for reconsideration and reform of the U.S. education system. In the 1980s,the American Chemical Society (ACS), the Biological Sciences Curriculum Study, the Education Development Center, the Lawrence Hall of Science,the National Science Resources Center (NSRC),and the Technical Education Resources Center all developed innovative science curricula. In 1989, the American Association for the Advancement of Science (AAAS), through its Project 2061,published Science for All Americans, defining scientific literacy for all high school graduates. Somewhat later, the National Science Teachers Association (NSTA),through its Scope, Sequence & Coordination Project, published The Content Core.

1991年春，全國理科教師協(xié)會(huì)主席根據(jù)協(xié)會(huì)董事會(huì)的一致意見致信給國家科學(xué)院院長(zhǎng)兼國家研究理事會(huì)主席弗蘭克?普雷斯博士，希望國家研究理事會(huì)來協(xié)調(diào)國家科學(xué)教育標(biāo)準(zhǔn)的制定工作。一些重要的科學(xué)協(xié)會(huì)和科學(xué)教育協(xié)會(huì)的主席、教育部長(zhǎng)、國家科學(xué)基金會(huì)教育與人類資源處助理主任、國家教育目標(biāo)專門小組的主席都力促國家研究理事會(huì)，要他們?cè)谥贫▏铱茖W(xué)教育的內(nèi)容、教學(xué)和評(píng)價(jià)標(biāo)準(zhǔn)的工作中發(fā)揮重要作用。此后沒過多久，教育部和國家科學(xué)基金會(huì)就對(duì)這項(xiàng)計(jì)劃給予了經(jīng)費(fèi)支持。

In the spring of 1991, the NSTA president,reflecting a unanimous vote of the NSTA board, wrote to Dr. Frank Press—president of the National Academy of Sciences and chairman of the National Research Council (NRC)—asking the NRC to coordinate development of national science education standards. The presidents of several leading science and science education associations, the U.S. secretary of education,the assistant director for education and human resources at the National Science Foundation, and the cochairs of the National Education Goals Panel all encouraged the NRC to play a leading role in the effort to develop national standards for science education in content, teaching, and assessment.Shortly thereafter, major funding for this project was provided by the Department of Education and the National Science Foundation.

為了對(duì)制定標(biāo)準(zhǔn)的這項(xiàng)重要工作進(jìn)行管理和監(jiān)督，國家研究理事會(huì)建立了全國科學(xué)教育標(biāo)準(zhǔn)與評(píng)價(jià)委員會(huì)(National Committee on Science Education Standards and Assessment)（NCSESA）。先后擔(dān)任這個(gè)委員會(huì)的主席的是詹姆斯?埃伯特博士和理查德?克勞斯納博士（后者自1993年11月起擔(dān)任此職）。此外，在這個(gè)委員會(huì)的下面還設(shè)立了主席的顧問委員會(huì)，顧問委員會(huì)的成員分別來自于全國理科教師協(xié)會(huì)、美國科學(xué)促進(jìn)會(huì)、美國化學(xué)學(xué)會(huì)、全國科學(xué)資源中心、美國物理教師協(xié)會(huì)（American Association of Physics Teachers）、州科學(xué)視導(dǎo)員理事會(huì)（Council of State Science Supervisors）、地球科學(xué)教育聯(lián)合會(huì)（Earth Science Education Coalition）和全國生物教師協(xié)會(huì)（National Association of Biology Teachers)。顧問委員會(huì)的這一批人的職責(zé)是幫助物色和招募各下設(shè)委員會(huì)和工作組所需的工作人員和志愿人員。

To oversee the important process of standards development, the NRC established the National Committee on Science Education Standards and Assessment (NCSESA). The committee was chaired successively by Dr.James Ebert and (from November 1993) Dr. Richard Klausner. In addition, the Chair’s Advisory Committee was formed, consisting of representatives from STA,AAAS, ACS, NSRC,the American Association of Physics Teachers, the Council of State Science Supervisors,the Earth Science Education Coalition, and the National Association of Biology Teachers. This group helped to identify and recruit staff and volunteers for all of the committees and working groups that were required.

那個(gè)監(jiān)理委員會(huì)亦即全國科學(xué)教育標(biāo)準(zhǔn)與評(píng)價(jià)委員會(huì)（NCSESA）于1992年5月首次舉行會(huì)議，三個(gè)工作組亦即內(nèi)容標(biāo)準(zhǔn)工作組、教學(xué)標(biāo)準(zhǔn)工作組和評(píng)價(jià)標(biāo)準(zhǔn)工作組在整個(gè)夏季都是在接二連三地舉行工作會(huì)議。制定標(biāo)準(zhǔn)的開始階段一直持續(xù)到1993年秋天。在這18個(gè)月中間，投入到這標(biāo)準(zhǔn)制定工作中去的一應(yīng)之需都是征集自一大批科學(xué)教師、科學(xué)家、科學(xué)教育家以及對(duì)科學(xué)教育甚表關(guān)注的許許多多其他方面人士。向公眾介紹有關(guān)情況的報(bào)告等活動(dòng)就舉行了150多次，為的是喚起公眾對(duì)有關(guān)科學(xué)教育改革的種種問題以及對(duì)科學(xué)教育標(biāo)準(zhǔn)的性質(zhì)和內(nèi)容的討論。

The oversight committee (NCSESA) first met in May 1992, and the three working groups (content, teaching, and assessment) each held intense working sessions over the summer. An initial phase of standards development lasted through the fall of 1993.During that 18 months,input to the standards was solicited from large numbers of science teachers ,scientists , science educators,and many others interested in science education .More than 150 public presentations were made to promote discussion about issues in science education reform and the nature and content of science education standards.

1993年年底，科學(xué)教育標(biāo)準(zhǔn)“預(yù)印稿”的定稿工作著手進(jìn)行。1994年5月，這部預(yù)印稿有選擇地分送到若干個(gè)專家組去，以供他們批評(píng)與審議之用。專家組是由全國科學(xué)教育標(biāo)準(zhǔn)與評(píng)價(jià)委員會(huì)主席下設(shè)的顧問委員會(huì)的代表組織再加上另外兩個(gè)組織亦即全國數(shù)學(xué)教師理事會(huì)和新標(biāo)準(zhǔn)項(xiàng)目組（New Standards Project）的全體成員組成的。此外，國家研究理事會(huì)還曾召集完全由未曾參與此項(xiàng)計(jì)劃有關(guān)活動(dòng)的人組成的5個(gè)專家組開會(huì)，來征詢他們對(duì)預(yù)印稿的各方面意見。在國家研究理事會(huì)組織的這次評(píng)議中，各個(gè)專家組分別對(duì)在預(yù)印稿中展示出來的內(nèi)容標(biāo)準(zhǔn)、教學(xué)標(biāo)準(zhǔn)、評(píng)價(jià)標(biāo)準(zhǔn)、大綱標(biāo)準(zhǔn)和系統(tǒng)標(biāo)準(zhǔn)進(jìn)行了評(píng)議。

Late in 1993, work began on the production of a complete “predraft” of the science education standards. This predraft was released in May 1994 to a selected set of focus groups for their critique and review. Each organization represented on the Chair’s Advisory Committee joined by two additional organizations (NCTM and the New Standards Project) formed focus groups. In addition,the NRC convened five focus groups that were composed entirely of individuals who had not yet been involved in the project to critique the predraft. In this NRC-organized review, separate groups of experts reviewed the content, teaching,assessment, program, and system standards present in the predraft.

參加起草工作的專家們對(duì)各位專家及各專家組就預(yù)印稿提出的許多改進(jìn)建議進(jìn)行了整理和分析之后，對(duì)這部預(yù)印稿進(jìn)行了大量的修改，修改稿作為一種官方正式文獻(xiàn)而出臺(tái)。這部文稿于1994年12月發(fā)到全國，供各地討論審查?！秶铱茖W(xué)教育標(biāo)準(zhǔn)》的這個(gè)文本有40000余冊(cè)分別散發(fā)到約18000人的手上和250個(gè)小組里。參加起草工作的專家們又對(duì)參與審查這個(gè)文本的許多個(gè)人和小組提出的各種意見再次進(jìn)行了整理和分析，并據(jù)此起草出《國家科學(xué)教育標(biāo)準(zhǔn)》的最后文本，這就是展現(xiàn)在讀者手上的這本書。

After the many suggestions for improving the predraft were collated and analyzed, an extensively revised standards document was prepared as a public document. This draft was released for nationwide review in December 1994. More than 40,000 copies of the draft National Science Education Standards were distributed to some 18,000 individuals and 250 groups. The comments of the many individuals and groups who reviewed this draft were again collated and analyzed; these were used to prepare the final National Science Education Standards that are presented here.

參加《國家科學(xué)教育標(biāo)準(zhǔn)》一書中內(nèi)容標(biāo)準(zhǔn)部分之撰寫工作的許多人，都曾不謀而合地使用和轉(zhuǎn)述《面向全體美國人的科學(xué)》和《科學(xué)素養(yǎng)的衡量基準(zhǔn)》（Benchmarks for Literacy）兩書對(duì)所有學(xué)生都應(yīng)該知道些什么和能夠做些什么所作的闡述。因此國家科學(xué)院國家研究理事會(huì)以感激之情高度評(píng)價(jià)美國科學(xué)促進(jìn)會(huì)的2061計(jì)劃所做的這種具有開創(chuàng)性的工作，并且相信，各州的框架委員會(huì)、各學(xué)校和學(xué)區(qū)的課程委員會(huì)以及教學(xué)材料與評(píng)價(jià)材料的編寫者們對(duì)《科學(xué)素養(yǎng)的衡量基準(zhǔn)》的使用，與內(nèi)容標(biāo)準(zhǔn)的精神是若合符節(jié)的。

The many individuals who developed the content standards sections of the National Science Education Standards made independent use and interpretation of the statements of what all students should know and be able to do that are published in Science for All Americans and Benchmarks for Science Literacy. The National Research Council of the Na ti onal Academy of Sciences gratefully acknowledges its indebtedness to the seminal work by the American Association for the Advancement of Science’s Project 2061 and believes that use of Benchmarks for Science Literacy by state framework committees, school and school district curriculum committees, and developers of instructional and assessment materials complies fully with the spirit of the content standards.

內(nèi)容安排

這部標(biāo)準(zhǔn)由八章（原文為“七章”）組成。下一章，也就是第二章，寫的是要使所有學(xué)生都具有良好的科學(xué)素養(yǎng)就必須遵循的幾條重大原則。這些原則，再加上對(duì)一些關(guān)鍵術(shù)語所作的定義，就是構(gòu)成這部標(biāo)準(zhǔn)的思想基礎(chǔ)。

Organization
The Standards are organized into seven chapters(疑惑：本書英文版明顯分為8章). The next chapter (Chapter 2) lays out a set of overarching principles that underlie the vision o f scientific literacy for all students. These principles, as well as definitions for key terms, provide the conceptual basis for the Standards.

教學(xué)和教師是科學(xué)教育改革的中心環(huán)節(jié)。所以，我們把科學(xué)教學(xué)諸標(biāo)準(zhǔn)安排到了最前面。在第三章中討論的這些標(biāo)準(zhǔn)，講的中心問題就是教師要知道些什么和要做些什么。緊隨其后的是教師的專業(yè)進(jìn)修標(biāo)準(zhǔn)，即第四章，講的中心問題是教師們應(yīng)該如何擴(kuò)充自己的專業(yè)知識(shí)，應(yīng)該如何提高自己的專業(yè)技能。合而觀之，第三章和第四章展現(xiàn)給我們的是我們對(duì)科學(xué)教學(xué)所持的一種廣泛而深入的看法，這種看法正是基于這樣一種堅(jiān)定信念：科學(xué)探究是科學(xué)與科學(xué)學(xué)習(xí)的核心。

Teaching and teachers are at the center of the reform in science education. The standards for science teaching are,therefore, the standards presented first. Found in Chapter 3, these standards focus on what teachers know and do. The standards for the professional development of teachers are presented next: Chapter 4 focuses on how teachers develop professional knowledge and skill.Together, the standards in Chapters 3 and 4 present a broad and deep view of science teaching that is based on the conviction that scientific inquiry is at the heart of science and science learning.

科學(xué)教育評(píng)價(jià)標(biāo)準(zhǔn)是在第五章作為量度評(píng)價(jià)實(shí)踐之質(zhì)量的準(zhǔn)繩而加以闡釋的。評(píng)價(jià)標(biāo)準(zhǔn)也可以用作發(fā)展評(píng)價(jià)方法、制定評(píng)價(jià)政策的指南。這些標(biāo)準(zhǔn)也同樣可以用來衡量課堂評(píng)價(jià)和學(xué)校外面的專家設(shè)計(jì)的評(píng)價(jià)，進(jìn)行中的評(píng)價(jià)和總結(jié)式評(píng)價(jià)。

The science education assessment standards are presented in Chapter 5 as criteria for judging the quality of assessment practices.The assessment standards are also designed to be used as guides in developing assessment practices and policy. These standards apply equally to classroom-based and externally designed assessments and to formative(目前來看，應(yīng)譯為形成性評(píng)價(jià)) and summative assessments.

內(nèi)容標(biāo)準(zhǔn)，按K-4，5-8和9-12各年級(jí)的程度分別加以組織，安排在第六章里。這些標(biāo)準(zhǔn)表述的是對(duì)學(xué)生在整個(gè)K~l2教育階段發(fā)展理解和其他能力的期望。內(nèi)容范圍包括科學(xué)探究；物質(zhì)科學(xué)、生命科學(xué)和地球與空間科學(xué)這類傳統(tǒng)學(xué)科領(lǐng)域；科學(xué)與技術(shù)的聯(lián)系；從個(gè)人與社會(huì)角度看的科學(xué)；科學(xué)史與科學(xué)的性質(zhì)。內(nèi)容標(biāo)準(zhǔn)還附有培養(yǎng)學(xué)生的理解力的有關(guān)知識(shí)，也包括構(gòu)成各項(xiàng)標(biāo)準(zhǔn)之基礎(chǔ)的一些基本觀念。

The content standards, organized by K-4,5-8, and 9-12 grade levels, are found in Chapter 6. These standards provide expectations for the development of student understanding and ability over the course of K-12 education. Content is defined to include inquiry; the traditional subject areas of physical, life, and earth and space sciences; connections between science and technology; science in personal and social perspectives;and the history and nature of science. The content standards are supplemented with information on developing student understanding, and they include fundamental concepts that underlie each standard.

第七章的內(nèi)容是大綱標(biāo)準(zhǔn)，這些標(biāo)準(zhǔn)是衡量學(xué)校和學(xué)區(qū)的科學(xué)大綱質(zhì)量的準(zhǔn)繩。大綱標(biāo)準(zhǔn)集中闡釋的是與學(xué)生學(xué)科學(xué)(學(xué)這部標(biāo)準(zhǔn)所描述的科學(xué))和教師教科學(xué)(教這部標(biāo)準(zhǔn)所描述的科學(xué))的機(jī)會(huì)有關(guān)的一些問題。

Chapter 7 contains the program standards,which provide criteria for judging the quality of school and district science programs.The program standards focus on issues that relate to opportunities for students to learn and teachers to teach science as described in the Standards.

第八章中的系統(tǒng)標(biāo)準(zhǔn)是為檢驗(yàn)學(xué)校和學(xué)區(qū)以外的科學(xué)教育系統(tǒng)諸元(包括從事教育工作的專業(yè)工作者和作為學(xué)校之支柱的廣大社會(huì))的業(yè)績(jī)而提供的測(cè)量尺度。

The system standards in Chapter 8 consist of criteria for judging the performance of components of the science education system beyond the school and district : the people and entities,including education professionals and the broader community that supports the schools.

在這部標(biāo)準(zhǔn)中充滿了大量的實(shí)例——以真正的實(shí)踐為基礎(chǔ)的實(shí)際例子。這些實(shí)例都表明，這部標(biāo)準(zhǔn)所確立的目標(biāo)是完全可以達(dá)到的。每個(gè)實(shí)例都包括對(duì)其某些特點(diǎn)所作的一個(gè)簡(jiǎn)單描述，每個(gè)實(shí)例都要把例子可能幫助理解的那幾項(xiàng)標(biāo)準(zhǔn)列述出來。許多實(shí)例都只有在學(xué)生們已經(jīng)實(shí)際參與了這部標(biāo)準(zhǔn)所述及的那類科學(xué)教育活動(dòng)時(shí)才是適用的。例如。評(píng)價(jià)實(shí)踐和舉例只有在學(xué)生們已經(jīng)有了獲取待評(píng)價(jià)的理解力和其他能力的機(jī)會(huì)以后才適用。

Throughout the Standards, examples have been supplied that are based in actual practice . These examples demonstrate that the vision is attainable. Each example includes a brief description of some of its features and lists the standards that might be highlighted by the example. Many of the examples are appropriate only if students have been involved in the type of science education de s c ri bed in the Standards. For instance, the assessment exercises are appropriate if students have had the opportunity to gain the understanding and skills being assessed.

《國家科學(xué)教育標(biāo)準(zhǔn)》是為全體美國人制定的標(biāo)準(zhǔn)：公正平等是這部標(biāo)準(zhǔn)的一個(gè)基本原則，因此理所當(dāng)然地要滲透到科學(xué)教育的方方面面。

The National Science Education Standards are standards for all Americans:Equity is an underlying principle for the Standards and should pervade all aspects of science education .

閱讀指要

《國家科學(xué)教育標(biāo)準(zhǔn)》的編制旨在提供一本可靠的指南，用以引導(dǎo)國人創(chuàng)建一個(gè)有高度科學(xué)素養(yǎng)的國度。因?yàn)檫@部標(biāo)準(zhǔn)展示給我們的是對(duì)有高度科學(xué)素養(yǎng)所作的一種構(gòu)想，而要把這一構(gòu)想變成現(xiàn)實(shí)，整個(gè)的教育系統(tǒng)就要在各方面作徹底的改變，因此，可以料想得到，不同的讀者將會(huì)為了不同的目的來閱讀這部標(biāo)準(zhǔn)。重要的是，所有的讀者都不能不讀第二章，也就是“原則與定義”這一章，因?yàn)檫@一章是科學(xué)教育改革之構(gòu)想的基礎(chǔ)。其后各章的閱讀順序可以因人而異，孰先孰后就全看讀者的閱讀目的是什么了。

Guidance for Readers
The National Science Education Standards are intended to serve as a responsible guide to the creation of a scientifically literate society. Because the Standards present a vision for scientific literacy that will require changes in the entire education system,it is expected that different individuals will read the Standards for different purposes.It is important that all readers read Chapter 2, Principles and Definitions, which sets the foundation for the vision of science education reform. The order of reading then might differ, depending on the reader’s purpose.
The brief guide below (Table 1.1) provides direction for locating different types of information .

下面的這個(gè)便覽(表1.1)給讀者查找不同類型的信息指明了方向。
TABLE 1.1 GUIDE TO USING THE STANDARDS
PURPOSE
Defining scientific literacy

• 原則與定義 (Chapter 2 )
• 科學(xué)內(nèi)容標(biāo)準(zhǔn) (Chapter 6 )

Providing guidance for teachers and other science educators

• 科學(xué)教學(xué)標(biāo)準(zhǔn) (Chapter 3)
• 科學(xué)教育中評(píng)價(jià) (Chapter 5)
• 專業(yè)進(jìn)修標(biāo)準(zhǔn) (Chapter 4)

Clarifying the responsibility of policy makers and the community

• 教育大綱標(biāo)準(zhǔn) (Chapter 7)
• 教育系統(tǒng)標(biāo)準(zhǔn) (Chapter 8)