国际小学科学阅读材料的比较研究与启示——以美、加、英、澳、新五国为例

A Comparative Study on International Primary Science ReadingMaterials and Its Insights：Taking Top Reading Materials fromthe United States，Canada，the United Kingdom，Australia andSingapore as Examples

中文关键词: 科学阅读 科学阅读材料 小学科学教育 国际比较

英文关键词: science reading  science reading materials  primary science education  internationalcomparison

中文摘要:

      科学阅读材料作为科学阅读和科学学习的重要载体，对于激发学生科学兴趣和提升学生科学素养 具有重要意义。综合科学阅读研究的科学素养视角和阅读理解视角，本研究以美国、加拿大、英国、澳大利 亚、新加坡出版的 10 套小学科学阅读材料为分析对象，对其内容编排、阅读设计和组织策略进行分析。研 究发现，国际小学科学阅读材料内容覆盖国际主流科学课标中的常规科学主题，重视科学本质及科学同社会 与个人的关联；在基于分级阅读标准合理安排内容进阶的同时，提供科学词汇学习和阅读策略指导；借助问 题设计引导阅读过程，提供丰富的配套资源支持科学探究和实践。基于此，本研究从三个方面针对我国小学 科学阅读材料的设计和开发提出具体建议：在内容编排上，综合考虑科学观念、科学本质以及科学同社会 与个人的关联；在阅读设计上，建立科学阅读分级标准，合理安排阅读进阶；在组织策略上，借助元认知策 略，提供丰富的配套资源。

英文摘要:

      As an important carrier of science reading and science learning，science reading materials are significant in stimulating students' interest in science and improving their scientific literacy. We synthesize the“scientific literacy perspective”and the“reading comprehension perspective”，take 10 sets of primary science reading materials from the United States，Canada，the United Kingdom，Australia and Singapore， and analyze the content arrangement，reading design as well as organization strategies of them. The study aims to provide guidelines for the design and development of science reading materials for primary students in China. Findings suggest that international primary science reading materials typically covers regular science themes aligned with mainstream international science education standards，and lays an emphasis on the nature of science as well as its connection to society and individuals. These materials are designed to progressively advance reading content based on leveled reading standards，offering guidance on scientific vocabulary acquisition and reading strategies. They employ questions to guide the reading process and provide a wealth of supplementary resources to support scientific inquiry and practice. Drawing upon these findings，the study offers specific recommendations for the design and development of future primary science reading materials in China from three aspects. In terms of the content arrangement，comprehensive consideration should be given to core ideas，the nature of science，and the connection between science and society and individuals. With regard to the reading design，it is necessary to establish reading levels for science reading in China and arrange reading progression accordingly. Regarding the organization strategies，it is suggested that metacognitive strategies and rich supporting resources should be considered.