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小学科学课程的总目标是提高每一个学生的科学素养。科学素养是人的一种素质,不是一蹴而就的。教育要求我们通过学习逐步培养高尚的科学素养,从小做起,从现在做起。小学科学是以培养科学素养为宗旨的科学启蒙课程,这句话有两层含义。一是小学科学课程的定位是科学启蒙。另一层含义则是科学课程教育的目的是培养学生的科学素养,说 相似文献
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小学科学课程的总目标是提高每一个学生的科学素养。科学素养是人的一种素质,科学素养的形成不是一蹴而就的。小学教育要求我们通过学习逐步培养起学生的科学素养,从小做起,从现在做起。小学科学是以培养科学素养为宗旨的科学启蒙课程,这句话有两层含义。一是小学科学课程的定位是科学启蒙。另一层含义则是科学课程教育的目的是培养学生的科学素养, 相似文献
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随着我国新课程改革的不断深入,各级教师不断加大探索教学方式方法的改革。小学是学生学习科学课程的初级阶段,是形成良好科学素养、激发学生学习科学兴趣的关键时期。所以小学科学课程教学应该加大教学模式的创新工作,改变现有的教学方式方法,激发学生学习科学的兴趣。根据新课程标准赋予小学科学课程的新内涵,小学科学课程教学不仅要关注学生探究能力的培养,同时也要关注学生的团队合作意识、情感体现以及思考问题、解决问题能力的培养,以更好地促进小学生科学核心素养的形成。小学科学教师要进行大胆的课程创新与实践,进而达到良好的课堂效果,提升小学生科学素养。 相似文献
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<正>小学科学是以培养学生科学素养为宗旨的科学启蒙课程。科学素养包括科学知识与技能、科学探究过程和方法、科学情感态度与价值观三个维度的目标。科学探究既是小学科学学习要达到的目标,又是小学科学学习的主要方式和有效培养学生科学素养的重要途径。教师要精心设计各种情景和有意义的科学探究活动,组织学生参与其中,亲历过程,自主地、充分地开展活动,才能达到既学会知识技能,又能培养情感、态度与价值观,促进学生科学素养形成。 相似文献
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当今社会,科学技术迅猛发展,对每一位当代公民的科学素养都提出了新的要求,科学素养要从小培养。小学科学课程是一门以培养学生科学素养为宗旨的基础性课程,探究活动是学生学习科学的重要方式,因此培养小学生特别是山区小学生的科学探究能力显得尤为重要。 相似文献
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小学科学课程是以培养科学素养为宗旨的科学启蒙课程。《小学科学课程标准》指出:"学生是科学学习的主体、科学学习要以探究为核心。"因此,科学探究这一小学科学课堂的核心理念要深深地植入广大科学教师的思想与行为之中,使我们的科学课堂真正落实学生在科学学习中的主体地位,使得学生既学会了科学知识、科学方法与技能,又培养了科学的能力、科学情感与价值观,较好地促进学生科学素养的形成。 相似文献
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小学《科学》教学的宗旨是什么?小学《科学课程标准》开宗明义:“小学科学是以培养科学素养为宗旨的科学启蒙课程”。“学习这门课程,要有利于小学生形成科学的认知方式和科学的自然观,开发他们的创造潜能”。 相似文献
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This paper discusses R.S. Peters’ concept of education, particularly his notion of cognitive perspective and its relevance to school science education. In light of the problems inherent in any attempt to define the notion of scientific literacy, it is argued that the development of cognitive perspective can be considered an important, if not the ultimate, goal of school science education. Such a goal not only provides an alternative way to view the development of scientific literacy, but it also points to a conception of scientific literacy that is neither too narrow nor too broad. In view of recent reform efforts that promote a utilitarian and instrumentalist conception of school science education, Peters’ notion of cognitive perspective can provide food for thought for all those interested in a science education that educates students in science by helping them understand the personal and the wider significance of scientific knowledge. Such a conception of school science education is in line with the view that education and learning should make students change their outlook on the world. In addition, such a conception can enrich the ongoing dialogue on scientific literacy as the primary goal of school science education. 相似文献
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小学科学课堂教学评价体系是有效改进科学教学,促进科学课程有效实施的保证。通过分析影响小学科学课堂教学有效性的因素,结合对小学科学课堂教学评价现状的调查,提出了构建小学科学课堂教学评价体系的原则:一是有利于学生科学素养的发展;二是有利于教师教学水平的提高;三是有利于科学课程的发展。最后,给出了制定小学科学课堂教学评价体系的几点建议。 相似文献
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George E. DeBoer 《科学教学研究杂志》2000,37(6):582-601
Scientific literacy is a term that has been used since the late 1950s to describe a desired familiarity with science on the part of the general public. A review of the history of science education shows that there have been at least nine separate and distinct goals of science education that are related to the larger goal of scientific literacy. It is argued in this paper that instead of defining scientific literacy in terms of specifically prescribed learning outcomes, scientific literacy should be conceptualized broadly enough for local school districts and individual classroom teachers to pursue the goals that are most suitable for their particular situations along with the content and methodologies that are most appropriate for them and their students. This would do more to enhance the public's understanding and appreciation of science than will current efforts that are too narrowly aimed at increasing scores on international tests of science knowledge. A broad and open‐ended approach to scientific literacy would free teachers and students to develop a wide variety of innovative responses to the call for an increased understanding of science for all. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 582–601, 2000 相似文献
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小学科学教师的科学素养结构要素及其具体要求 总被引:2,自引:0,他引:2
张平柯 《湖南师范大学教育科学学报》2006,5(4):110-114
全民科学素养的高低,是制约社会发展水平的重要因素,而教育是提高全民科学素养的主要途径,小学科学是以培养科学素养为宗旨的科学启蒙课程。小学科学教师自身科学素养的高低,直接影响到人才培养的质量。基于对科学素养基本要素的共识、科学素养概念的弹性以及对小学科学教师的特殊要求,提出“小学科学教师的科学素养结构要素”这一概念,并对结构要素进行界定,对各要素的品质提出具体要求。 相似文献
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对台州市部分小学骨干科学教师问卷调查显示,小学科学教师兼课兼职过多过重,学生班额过大,实验室和仪器不足,教师科学素养存在缺失和差异性,制约着科学课教学质量的提高。会爱科学、会学科学、会懂科学、会用科学、会教科学是小学科学教师最基本的科学素养。建议从关心重视、职前培养、职后培训、自身养成四方面加强小学科学师资队伍的建设。 相似文献
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STEM教育理念融入小学科学教学既有可行性也有必要性。教师在将STEM教育理念融入小学科学教学实践过程中,可采取以下四环节教学策略:第一,引入生活,创设情境,提出科学探究问题;第二,设定方案,选择材料,制作解决问题工具;第三,小组合作,科学验证,技术检测解决问题;第四,归纳分析,得出结论,联系实际归纳提升。这个过程中,可培养学生的科学素养、工程素养、技术素养和数学素养,进而在综合性的科学课堂教学中提升学生的动手能力和创新思维。 相似文献
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Colette Murphy Jim Beggs Ivor Hickey Jim O'Meara John Sweeney 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):189-199
This paper presents the initial findings of a long-term study to examine whether the introduction of compulsory school science for pupils in UK schools in 1991 is effective in raising the general level of scientific literacy. The use of the term 'scientific literacy' in the literature is considered and a definition of the term as it is applied in this study is offered. The scientific literacy level of two groups of initial teacher training studentswith contrasting experiences of school sciencewas compared. Students completed a simple science test that had been originally written for 11-year-old children. The average test score of students who had experienced compulsory school science from the ages of 11 to 16 was found to be significantly higher (p = 0.014) than that of students for whom school science was optional at secondary level. The study also highlights specific areas of conceptual difficulty in basic science experienced by almost all of the students tested. Test questions relating to the circulatory system, light and sound produced very low scores from almost all students, regardless of their science background. The paper considers the implications of these findings for science teachers and policymakers in both the primary and secondary sectors. 相似文献
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小学科学教育是以培养学生综合科学素养的一门课程,要求小学科学地教学这目的能够使学生运用科学知识去解决实际问题。这为小学科学的教学方式设立了相关的准绳,即科学与现实生活是不可割裂的整体,在教学中要将两者紧密结合,注重培养学生解决实际问题的能力。 相似文献
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肖小山 《南昌教育学院学报》2012,27(3):111+113
我国新一轮基础教育改革的一个非常重要的目标就是要培养高中生的科学精神,从而保证科学教育能够凌驾于公式与符号之上,提升高中生的科学素养。但是,在现阶段,在高中物理课堂教学中很少融入科学素养的培养,这不利于高中高中生的科学潜力的挖掘。基于此,本文结合具体的课堂教学情况,进行了关于在高中物理课堂教学中融入科学素养的培养的思考,提出了一些方法,希望能够有利于培养高中生的科学素养。 相似文献