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1.
观察是人们探索科学的一种基本方法，不仅是中学生获取化学感性知识、化学实验事实的基本途径和重要方法，而且，它对于培养学生的科学探索能力，开发学生智力，培养他们公正、客观、实事求是的科学精神等也具有十分重要的意义。在中学化学实验教学中，要重视观察力的培养。 相似文献
2.
培养学生的观察能力是实现化学教学目标,全面提高学生化学素质、提高学生化学学习质量和课堂教学效率的需要,是中学生获取化学感性知识、化学实验事实的基本途径和重要方法,而且,它对于培养学生的科学探索能力,开发学生智力,培养他们公正、客观、实事求是的科学精神等也具有十分重要的意义。在中学化学实验教学中,要重视观察力的培养。 相似文献
3.
论高中化学新教材实施科学方法教育的几个问题 总被引：9，自引：0，他引：9
林长春 《课程.教材.教法》2003,(8)
在我国全面推进素质教育,着力培养学生创新精神和实践能力的今天,在化学教学中进一步深化科学方法教育的理论和实践探索是当前中学化学教学改革与发展中亟待解决的一个重要课题。构建化学科学方法教育目标、采用化学科学方法教育的教学模式和评价体系有助于更好地进行化学科学方法教育,培养学生的科学素养。 相似文献
4.
试论中学化学教育与科学素质培养 总被引：1，自引：0，他引：1
陈治国 《成都教育学院学报》2004,18(1):19-23
中学化学教育是培养学生科学素质的重要载体.关于科学素质构成要素的研究主要有"三因素说"、"四因素说"、"五因素说"、"六因素说"等不同观点.我们认为科学素质是一种视野、是一种方法、是一种能力、也是一种观念.中学化学培养学生的科学素质,包括掌握化学基础知识和基本技能、教给学生化学科学方法、发展学生化学科学能力、提升学生化学科学观和培养学生化学科学品质等基本内容.中学化学教育必须采取课程、教学和学习三大策略,才能达成培养学生科学素质的目标. 相似文献
5.
<正>化学是一门以实验为基础的学科,化学实验是科学探索化学的主要手段。化学实验课不仅能激发学生学习化学的兴趣,还能在帮助学生理解理论知识的同时提高学生的动手能力,更重要的是实验是学生掌握学习科学类学科的重要学习方法。因此,对于化学教育工作者来说,提高化学实验教学水平至关重要。教师应加强化学实验教学,以培养学生的探索能力和学习能力。一、引导学生在实验课上自主探索化学实验课可以帮助学生理解和掌握书本上的理 相似文献
6.
实验是化学教学的重要基础,通过实验教学,不仅可以激发学生学习化学的兴趣、帮助学生形成化学概念、获得化学知识和实验技能、形成各种能力,而且还可以教学生掌握科学的学习方法、形成正确的科学态度、培养良好的科学精神。因此,加强实验教学,充分发挥实验教学的功能和优势,培养学生的科学素质是每位化学教师研究和探索的课题。在以高科技为基础的现代社会中,科学素质正越来越成为一个现代人基本素质中不可缺少的重要组成部分,它包括科学知识和技能、科学思维与方法、科学的情感与态度三大要素。在化学教学中,首要的任务是培养学生对科学的… 相似文献
7.
化学教学中如何培养科学探究能力 总被引：1，自引：0，他引：1
科学探究是一种重要的学习方式,也是义务教育阶段化学课程的重要内容,对发展学生的科学素养、培养学生的科学探究能力具有不可替代的作用.义务教育的化学教学应以提高学生的科学素养为主旨,激发学生学习化学的兴趣,帮助学生了解科学探究的基本过程和方法,培养学生的科学探究能力,使学生获得进一步学习和发展所需要的化学基础知识和基本技能.在初中化学教学中要注意从以下几方面培养学生的科学探究能力.…… 相似文献
8.
蔡其勇 《重庆第二师范学院学报》2004,17(3):93-97
科学素质教育是当代科学教育革新发展的主导方向,是化学教育改革的主要目标,开展对中学化学教学中学生科学索质培养的研究,对于全面培养和提高学生的科学素质具有十分重要的意义:对广大中学化学教师不断改进教学方法,培养高素质的学生也是十分必要的.文章简要介绍了科学素质的构成要素,对化学教学中学生科学素质培养的主要原则、内容及方法进行了较为详细的论述,就化学教学中素质教育的实施、学生科学素质的培养进行了一些探索. 相似文献
9.
九年制义务教育阶段《化学》科的新课标颁布．一个重要目标是“帮助学生了解科学探究的基本过程和方法,培养学生的科学探究能力．使学生进一步学习和发展所需要的化学基础知识和基本技能”。学生是否有科学探究能力已成为化学教学的一个重点．在实际教学中对学生科学探究能力的培养．已引起初中化学教师的高度重视．如何培养和发展学生科学探究能力．已是教师在化学教学中的一个重要课题。 相似文献
10.
李江萍 《试题与研究：高中理科综合》2020,(5):0027-0027
化学是一门以实验为基础的科学。化学实验在化学教学 中占有十分重要的地位。通过化学实验,可以帮助学生形成化 学概念,理解和掌握化学知识,正确地掌握实验的基本方法和 基本技能。化学实验对培养学生的观察、思维、独立操作等能 力,培养理论联系实际的学风和实事求是、严肃认真的科学态 度以及探讨问题的科学方法都有重要的意义。 相似文献
11.
初中自然科学实验教学中学生创新能力培养的探索 总被引：1，自引：0，他引：1
陈世军 《宁波教育学院学报》2005,7(2):92-94
自然科学是一门以实验为基础的学科,学习自然科学必须重视实验。在自然科学教学中,应充分结合实验教学,培养学生创新意识及创新思维,并积极开展课外活动,培养学生创新能力和实践能力。 相似文献
12.
Daner Sun Zu Hao Wang Wen Ting Xie Chirn Chye Boon 《International Journal of Science Education》2013,35(5):808-838
The last two decades have witnessed the gradual implementation of integrated science curriculum at the junior secondary level in China. However, in most provinces of China, the implementation is not as successful as expected. Challenges were reported, yet without fine-grained investigation, with respect to science teachers' instruction on integrated science. In this study, we aim to detect major problems by investigating the instruction of integrated science at the secondary level. Classroom observation focused on the teacher and student verbal behavior, teachers' competency of instructional organization, their presentation of instructional content, and the organization of learning activities. Findings revealed that students were provided with limited opportunities for participating and engaging in learning as science teachers were dominant in classroom talk. Teachers emphasized on the integration of knowledge within one subject (within-subject knowledge), but not the integration of knowledge between subjects (cross-subject knowledge), resulting in the unsuccessful instruction of the integrative content. What is more, teachers were inadequately competent in designing and delivering science, technology and society content, scientific inquiry and scientific experiments, which also affected the quality of instruction on integrated science. 相似文献
13.
Tiberio Garza Margarita Huerta Rafael Lara-Alecio Beverly J. Irby Fuhui Tong 《The Journal of educational research》2018,111(4):487-496
The purpose of this study was to compare and describe 8 fifth-grade classrooms by their teachers pedagogy during a quasiexperimental, longitudinal, and field-based project focused on increasing English language learners' (ELLs') achievement in science and language. The larger study found statistically significant and positive intervention effects in favor of the treatment group on measures of science and language achievement. This study adds an in-depth analysis of the teacher pedagogical practices contributing to students' science and language achievement as captured by an observational instrument used during the project. Results from the analysis show how treatment teachers, when compared to control teachers, focused on activities promoting verbal and written interaction among the students and dense cognitive language use during science inquiry instruction. The findings support the importance of effectively using language in the science classroom to improve ELLs' science and language achievement. Implications for future research and practice are discussed. 相似文献
14.
理工科大学生阅读情况调查研究 总被引：4，自引：0，他引：4
用问卷调查和观察调查的办法,了解理工科大学生的阅读情况,包括学生读书的时间、种类、书源和对阅读价值的认识等。分析调查数据,提出问题和解决问题。 相似文献
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16.
Mustafa Sami Topçu Jaimie A. Foulk Troy D. Sadler Sasithep Pitiporntapin Nejla Atabey 《Research in Science & Technological Education》2018,36(3):302-323
Background: For the past decade, science educators have been exploring the use of Socio-scientific Issues (SSI) as contexts for science teaching and learning, and research indicates that doing so can support significant learning gains. However, research related to how teachers take up the practice of SSI-based instruction is far more limited, due in part to a lack of tools for use in this kind of research.
Purpose: The focus of this research is development and testing of a new classroom observation protocol specifically designed for SSI-based instructional contexts.
Design and methods: Development of this SSI-Observation Protocol (SSI-OP) took place in four distinct phases: review of existing protocols and SSI-based instruction frameworks, writing and revision of protocol items, initial testing of the draft protocol, and soliciting feedback from SSI experts.
Sample: Following the four stages of SSI-OP development, we progressed to a series of field tests. The field tests were conducted with three different samples. The first sample was an experienced (10 + years) high school biology teacher and one of her honors biology classes. The second sample consisted of seven Turkish Pre-service Science Teachers (PST) participating in a science methods course. The third sample included two Thai PST from a field experience course embedded within a teacher education program.
Results: The final version of the protocol addressed five dimensions of SSI-based instructional activities: focus of instruction, teaching moves, role of teacher, role of students, and classroom environment.
Conclusions: The SSI-OP could be used in a variety of ways for research including documentation of current practices, impacts of professional development and/or curricula on teaching practices, and changes in teaching over time. We offer the SSI-OP as a new tool with the potential to contribute to science teacher education and research that may advance the teaching and learning of science through SSI. 相似文献
17.
ABSTRACTObservation is one of the basic methods in science. It is not only an epistemological method itself, but also an important competence for other methods like experimenting or comparing. However, there is little knowledge about the relation with affective factors of this inquiry method. In our study, we would like to find out about the relations of emotional well-being and involvement with children’s observation competency. Seventy preschool children participated in our test observing a living mouse, a snail and a fish. From their behaviour in the test situation, we coded their observation competency as well as their emotional well-being and involvement. The data show that both emotional well-being and involvement are significant predictors of children’s observation competency. Further analyses confirm our hypothesis of a mediating role of involvement between well-being and the performance in the observation task. In conclusion, theoretical and practical implications of these results are discussed. 相似文献
18.
窦春轶 《黑龙江教育学院学报》2014,(7):18-21
当今世界科学技术高速发展,知识文化在不断更新,我们周围的世界迅速地改变着。16世纪以来科技革命带来的巨变,离不开科学技术、文化知识的创新发现。一个民族缺乏创新就难以进步和发展,难以屹立于世界民族之林。大学要遵循学习规律,研究分析促进大学生创新学习的因素,培养学生学会创新学习。 相似文献
19.
Fuhui Tong Beverly J. Irby Rafael Lara-Alecio Cindy Guerrero Shifang Tang Kara L. Sutton-Jones 《Educational studies》2019,45(5):533-553
ABSTRACTResearch in the United States show that professional learning (PL) can improve classroom instruction. However, teachers, especially educators in the content areas, receive insufficient training specific to meeting the language and academic needs of English learners (ELs). The purpose of the current randomized controlled trial (RCT) study was to introduce a high-quality PL program for supporting middle school teachers in teaching science to ELs through classroom observations, so as to evaluate whether in-service science teachers’ instructional delivery can be shaped by intensive, structured, and ongoing PL. Results indicated that after receiving PL, treatment teachers allocated a significantly higher portion of their instructional time in teaching content language, developing students’ expressive language skills, small group and pair activities, implementing strategies evidenced to effective with ELs, and providing more opportunities for students to participate in hands-on activities that were content-related and grade-appropriate. Practical implications for PL were discussed for an international audience. 相似文献
20.
邢兰芹 《陕西教育学院学报》2011,27(4):92-94
幼儿科学教育是科学启蒙教育,学习科学的过程是幼儿主动探索的过程。幼儿科学素养培养方法的科学合理性至关重要,直接影响幼儿科学素养培养的成效。对科学素养内涵的认知和幼儿园科学教育的目标解析是幼儿科学教育方法的基础。观察法和模拟实验法是幼儿期孩子科学素养培养的主要方法,这些方法的实施必须遵循安全性、兴趣性、时空性和持续性原则。 相似文献