Developmental study on the new integrated science and technology educatin curriculum toward 21th century.

1. 科技教育新课程建设的理论模式：我们提出了促进“新综合科技智能与素养”的课程建设理论模式，即通过“实验-发现-创造-理解”过程中的“系统化科学探究”进行教育，而不是顺序的“理解-应用”过程。在这种新模式下，科学教育的教育目标由三个主要维度构建，即(1)通过学习科学现象（内容和材料）获得“大思想”（基于对自然的基本概念的自然观）；(2)“科学思维习惯”（推理、表达技能、报告等）；(3)“科学方法论”（做科学）的技能和知识。小学、初中、高中、高中阶段“科技智能与素养新一体化”课程开发每个模块课程都是按照从“真实世界”或“生活与文化”到“理论描述”或“抽象描述”的模式进行描述的。新实验数学与应用科技教育课程开发：我们开发了各种模块化课程，激活学生在科学和数学教育领域的高阶思维和概念转换思维，并在实际应用中加以验证。在科学教育方面，小学阶段的“动力学”、“地球科学”、“盈亏”、“大气温度”、“热传导”、“生物的发展与生命的延续”，初中阶段的“伊纳提亚原理”、“约定与密度”认知。在数学教育领域，小学阶段的“正交”、“函数”、“卡布里几何”的欣赏，小学阶段的“立体图形”概念形象、“估计”认知、“几何计算机”，初中阶段的“文字表达的运用”。少

1. The Theoritical Model of New Curriculum Construction in Science and Technology Education : We proposed the theoritical model of curriculum construction for promoting for "the new Integrated Science and Technology Intelligence and Literacy", which is educated through "systematized scientific inquiries" in process of "experiment-discovery-creation-understanding", instead of the ordinal "understanding-application" process. In this new model, the educational objectives of science education are constructed by three major dimensions, which are defined by (1) aquition of "the big ideas" (the view of nature based on fundamental concepts about the nature) through learning scientific phenomena (contents and materials), (2) "scientific habits of thinking" (reasning, presentaion skills, reporting, etc.), (3) skills and knowledges of "scientific methodorogy" (do science).2. Curriculum Development of "New Integrated Science and Technology Intelligence and Literacy" for elemetary school, junior hi … More gh school, and senior high school level. Every modular curriculum are discribed in mode based on from "The Real World" or "Life and Culture" to "theoritical description" or "Abstruct discription.3. Curriculu development of New Experimental Mathematics and Applied Science and Technology Education : We developed various kinds of modular curricula to activate students' higher-order thinking and concept transformation thinking in science and mathematics education fields and verified them in practical uses. In science education, "Dynamics", "Earth Sciences", "Waxing and Waning", "Atmospheric Temperature", "thermal conduction" and "Development of Living Things and Continuity of Life" in elementary school and "Principle of Inatia" and "Convention and Density" cognition in junior high school levels. In mathemaics education fields, the appreciation of "Quadrature", "function" and "Cabri-Geomerry", the concept images of "Solid Figures", "Estimation" cognition and "Geometric Computer" in elementary school and "The Use of Literal Expression" in junior high school levels. Less