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高考“综合科目测试”的考试说明，对综合科目的命题提出了明确要求。同时指出综合试题不是几门科目按一定比例的“拼盘”，而是强调学科内容的交叉渗透和综合。因此，熟悉理科综合测试题的来源及求解策略，无疑会对今后中学理科教学起着良好的导向作用。 相似文献
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通过详实的资料，对综合理科课程的涵义，产生和发展，课程类型，教学目标，教学评价特征以及与分科理科课程和理科综合考试的关系进行了全面论证，从而澄清了当前对于综合理科认识的几个误区。 相似文献
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用好理科综合考试说明提高复习教学效率 总被引：1，自引：0，他引：1
刘成坤 《中学化学教学参考》2002,(6):53-55
新一轮高考“3 +Ｘ”改革的全面实行 ,不仅是考试形式上的改变 ,而且更重要的是指导思想和考试功能发生了根本性变化。笔者仅以化学学科如何学好用好《理科综合考试说明》 ,提高复习教学效率 ,适应高考改革发展的新形势谈点认识。从近几年理科综合试题分析看 ,充分体现了高考改革提出的各项要求 ,特别是对中学教学起到了良好的导向作用。其突出特点在于 :一是遵循和依据教学大纲 ,但不拘泥于教学大纲 ;二是更加注重对能力和素质的考查 ;三是难度比原来单学科有所降低 ,题量减少 ,分值相对升高 ;四是无偏题、怪题和过难题 ;五是更加注重实验… 相似文献
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侯书华 《读与写:教育教学刊》2007,4(11):70-70,30
笔者连续几年从事高三化学教学,发现考生在高考理科考试中存在诸多问题,针对这几年指导学生应考实践的一些心得,谈谈理科综合考试的应考策略,希望考生在最后的模拟训练阶段去发现自己的缺陷,有针对性地强化训练,以提高考试能力和水平。 相似文献
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目前,我国新课程改革已经全面展开。从课程改革的实践来看,一线教师缺乏如何整体地实现三维目标的理论与实践的指导,已经成为影响教育教学效果和学生发展的主要因素。从教学研究来看,现有的教学理论尚没有提供如何为整合的三维目标选择教学策略的理论武器,对基于三维目标的理科教学策略研究不足,缺乏对实际教学的导向作用。 相似文献
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突出考查理解、推理、分析、综合、应用数学处理学科问题的能力及实验等能力，已成为近几年“理科综合考试”最鲜明的特色。我们在教学中应将知识的传授和能力的培养结合起来，以知识传授为基础，培养能力为目的，在平日寸的理科教学中，要注意以下几个方面：正确处理高一、高二与高三这几个日寸段的教学关系；提高课堂效率，发挥课堂主阵地的作用；加强能力的培养。 相似文献
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通过详实的资料 ,对综合理科课程的涵义、产生和发展、课程类型、教学目标、教学评价特征以及与分科理科课程和理科综合考试的关系进行了全面论证 ,从而澄清了当前对于综合理科认识的几个误区 相似文献
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理科综合和文科综合考试是高考的重要组成部分,总分占据了高考总分的"半壁江山"。对于理科考生而言,理科综合考试成绩对于高考整体成绩具有十分重要的作用,而化学科目又是理综考试中的一项重点。在理综考试的基础上,展开对化学教学方面的研究与思考,对于提高学生成绩,推进化学教学改革具有重大意义。 相似文献
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米松青 《山西教育(综合版)》2002,(3):40-41
20 0 1年国家教育部规定中专毕业生可直接参加高考。为此 ,中专学校必须把加强技能培养和加强基础理论教学紧密结合 ,以应对学生就业和升学这两个目标。近二年的高考中 ,试行“理科综合能力测试”,它所揭示的基本原则和趋势正成为人们关注的焦点。我们实现理科综合坚持了基础性、能力性、应用性的原则 ,强调了以实验为基础的学科特点 ,既有利于高等学校选拔人才 ,又有利于推进素质教育的总体部署 ,为理科教学指明了方向。如何在教学实践中创造性地应用这种科学的教育思想 ,坚定不移地贯彻这些原则 ,本人想谈几点粗浅的认识。一、以“双基”… 相似文献
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2000年浙江等四省实施“3 综合”的高考方案。“综合”分理科综合和文科综合。理科综合考试重在考查学生对知识的理解、掌握和运用，突出能力、突出应用；考查的问题往往源于教材，高于教材，题在书外，理在书内；要求学生能综合运用学科知识，从多角度、多层面施展多种能力。采取各种方法，具有分析、解决有关理论问题和实际问题的能力，因此笔者重点抓好以下三点开展教学和复习： 相似文献
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Gender,complexity, and science for all: Systemizing and its impact on motivation to learn science for different science subjects 
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下载免费PDF全文 Albert Zeyer 《科学教学研究杂志》2018,55(2):147-171
The present study is based on a large cross‐cultural study, which showed that a systemizing cognition type has a high impact on motivation to learn science, while the impact of gender is only indirect thorough systemizing. The present study uses the same structural equation model as in the cross‐cultural study and separately tests it for physics, chemistry, and biology. The model was confirmed for physics and chemistry, but not for biology. This is interpreted as empirical evidence for a cognitive difference between the learning of hard sciences (like physics and chemistry) and life sciences (like biology) that reflects an epistemological difference between ordered (linear) and complex (non‐linear) systems. It is concluded that a more prominent inclusion of complex issues into science teaching could motivate low and average systemizers, independent of their gender, for science learning, that is, could be a key to science for all. Thus, there is a mutual benefit between important 21st century's issues of science teaching and the need to foster students’ motivation to learn science. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 147–171, 2018 相似文献
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中学科学课程与生物课程之比较 总被引：1，自引：0，他引：1
科学课程与生物课程在学校的整体课程中的地位是相等的,两者间没有孰优孰劣的区别,在生命科学内容选择、课程设计、学习方式和科学素养的培养方面等各有不同。 相似文献
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余多慰 《中国现代教育装备》2009,(5):62-64
本文从高校实验中心主任的工作职责和实验中心设备配置这两个方面入手,分析了国内本科和研究生实验能力培养体系中实验中心主任职责存在的几种模式,并对通过改善设备条件的途径来提高本科和研究生实验能力的情况进行了探讨。 相似文献
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In 2009 the Faculty of Health Sciences at La Trobe University in Melbourne, Australia is introducing a common first year for 11 different undergraduate courses in the faculty. Current prerequisite science entry requirements vary with course and range from none to at least two science or mathematics subjects and from ～50 to 99 in Equivalent National Tertiary Entrance Rank (ENTER) scores. Under the previous structure, students in different courses completed a variety of different subjects at first year. Concern about the ability of such disparate groups to complete a common first year led to the current investigation of the relationships between year 12 (final year of secondary school) science subjects and performance in first year university bioscience subjects. Year 12 results for all science‐related units and ENTER scores were obtained for all Victorian students enrolling in a first year course in the Faculty of Health Sciences in 2005 and 2006. Regression and other analyses were conducted for five first year bioscience subjects. The ENTER score was the best predictor of academic performance in all units except regional anatomy. Performance in many secondary school science subjects was highly predictive of performance in physiology, combined systematic physiology and anatomy and biomechanics units, but again not for regional anatomy units. It appears that year 12 performance in science subjects and ENTER scores may be important predictors of success in physiology, but not regional anatomy subjects at university. It is possible that regional anatomy is an entirely new subject area that requires new types of learning unrelated to year 12 science subjects. Anat Sci Ed 2:113‐118, 2009. © 2009 American Association of Anatomists. 相似文献
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John Ainley 《Research in Science Education》1980,10(1):129-137
Conclusion The foregoing analyses suggest that achievement in Year 12 students was not related to either the use of exploratory teaching
methods or the standard of science facilities. Possibly this was due to the fact that only senior students who had chosen
to study science were included in the investigation. These results are based on data from Year 12 students who had chosen
to study science and may therefore be different in important respects from other Year levels. It is possible that data from
a sample of the whole age group in junior secondary school could yield a different pattern of relationships. Other studies
(Ainley, 1978c) have suggested that in the junior secondary area the provision of better facilities was associated with enriched
science learning experiences. Perhaps the Australian Science Facilities Programme would have been of greater benefit had it
been directed more to the junior science area rather than to the senior science specialities. 相似文献
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本文对中学科学教学心理学的研究进展进行了概述,认为中学科学教学心理学的研究主要从四个方面进行第一,概念教学研究;第二,专家与新手比较研究;第三,思维能力培养的实验研究;第四,科学教师研究. 相似文献
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王建功 《陕西广播电视大学学报》2009,11(4):20-23
本文综述了电大理工科专业发展现状及存在的问题,对理工科人才需求情况进行了调研分析,在此基础上对电大理工科专业设置提出了一些建议。 相似文献