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随着素质教育理念的不断提出和发展,现阶段我国的教育目标和观念相较于以往有了很大的变化。素质教育更加注重学生多方面的培养,例如学习思维、实践应用能力、自主行为意识等,研学旅行作为新型的教育方式,教学中鼓励学生走出课堂,将学习活动与自然融合,弥补课本教学“理论化”教学现状,继而帮助学生更好的获取知识。因此在现阶段的教学中,研学旅行逐渐成为较为常见的教学方式,但在实际开展的研学旅行中,由于存在的影响因素致使研学旅行活动中出现潜在的危险因素,会对学生和教学成效产生不利的影响,教师如何在其中完善和保障教学逐渐成为研学旅行中的重要内容。本文就以此为例,展开分析和论述。 相似文献
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工作记忆作为直接影响人类完成高级认知活动的重要因素而受到研究者的广泛关注,科学教育与工作记忆有着密切的关系。工作记忆容量的大小影响着学习者科学学习的发展与效果,主要表现在学习者科学学习态度的培养,科学理解与科学思维的发展等,并且随着学习者特质的不同,工作记忆容量的大小也有所差异。在科学教育中,教师可以通过改变教学方式扩大学生的工作记忆容量,通过对科学的理解促进他们在科学学习中的发展。 相似文献
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董根明 《安庆师范学院学报(社会科学版)》2009,28(6):19-22,114
人文学科蕴含丰富的科学价值。在人文教育中激发学生探究宇宙万物的兴趣和对人类社会的终极关怀,是培养学生科学思维的基本途径,而通过“设疑”和“探源”等教学方式同样可以在人文教育中实现对学生科学精神的培养。 相似文献
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科学思维是物理学科核心素养中的关键维度之一,也是科学素养的重要组成成分。如何全面深入理解新版课程标准中提炼出的科学思维是物理教育教学的核心问题。本文在已有早期研究的基础上,结合国际科学教育及教育心理学的相关研究进展,对照新版物理学科课程标准中的界定,结合教学实例,明确并讨论了科学思维的基本方法、推理形式、物理学科特色、批判性与创造性的高阶思维等,指出了物理学科中科学思维的层次性,并结合科学思维在科学探究中的体现提出了相应教学建议。 相似文献
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《华夏少年(简快作文 )》2019,(9)
物理是初中教学中较为重要的一门学科,随着当前教育的不断革新,多样式的教学方式被广泛运用到教学中,而思维导图以其直观、形象的特点优势,在众多教学方式中脱颖而出。基于思维导图的教学模式,能加强学生对知识的理解能力,促进学生思维的多元化发展和学习能力的提升。通过以下几个方面分析思维导图在初中物理教学中的应用策略,以帮助思维导图教学模式得以广泛应用,促进教育事业的发展。 相似文献
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Yaron Schur Igal Galili 《International Journal of Science and Mathematics Education》2009,7(3):627-646
Thinking Journey is introduced as a mode of science instruction based on a specially designed discussion between students
and teachers in the context of an imaginary journey. The paper elaborates the rationale of this mode and its specific features:
enculturation into science, analytical observation, multiple perspectives of the subject and environment, hypothetical thinking,
and active interaction between the teacher and students. The role of the teacher is argued to be mediation of knowledge. The
method was applied for teaching the concept of gravitation and its relationship with up-down direction. Positive results of
the application suggest that the TJ mode of teaching is effective in teaching various student populations. 相似文献
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在我国,概念图已经受到众多研究者的关注,但研究主要聚焦于理工科,文科甚少。本文首先对概念图及其理论基础进行了简单的介绍,然后深入探讨了概念图在中学英语教学中应用的理论基础,并以中学英语语法教学为例进行了实例分析。 相似文献
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Chen‐Yung Lin Jung‐Hui Cheng Wen‐Hua Chang 《International Journal of Science Education》2013,35(18):2521-2531
Many have argued that the inclusion of the history of science in science teaching might promote an understanding of the nature of science as well as the attitudes toward science. However, its inclusion in science teaching may not have the desired effect due to the limited coverage it receives in textbooks and the limited time available for teaching. A historical episodes map (HEM) is thus developed with four storylines and more than 20 events related to the history of science and is designed to fit in with regular teaching topics. A total of 329 students in Grade 7 were involved in the experimental group and the control group. The control group was taught using the textbook only, while the experimental group was also taught using the textbook plus HEM materials and associated discussion. The intervention of such teaching lasted for a month and a half. The findings reveal that the exposure of students to HEM materials did promote the students’ understanding of the nature of science as well as their attitudes toward science. 相似文献
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Nadine Bryce Sara E. D. Wilmes Marissa Bellino 《Cultural Studies of Science Education》2016,11(2):235-251
An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff’s argument that “professional development could be designed to facilitate reflexive transformation of identity within professional learning environments” (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers’ conversations related to personal and professional efficacy in the service of improved science teaching and learning. 相似文献
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“The fish becomes aware of the water in which it swims” is a metaphor that represents Yuli’s revelatory journey about the hidden power of culture in her personal identity and professional teaching practice. While engaging in a critical auto/ethnographic inquiry into her lived experience as a science teacher in Indonesian and Australian schools, she came to understand the powerful role of culture in shaping her teaching identity. Yuli realised that she is a product of cultural hybridity resulting from interactions of very different cultures—Javanese, Bimanese, Indonesian and Australian. Traditionally, Javanese and Indonesian cultures do not permit direct criticism of others. This influenced strongly the way she had learned to interact with students and caused her to be very sensitive to others. During this inquiry she learned the value of engaging students in open discourse and overt caring, and came to realise that teachers bringing their own cultures to the classroom can be both a source of power and a problem. In this journey, Yuli came to understand the hegemonic power of culture in her teaching identity, and envisioned how to empower herself as a good teacher educator of pre-service science teachers. 相似文献
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地图是地理学的第二语言,在地理教学中起着举足轻重的作用。科研地图面向专业科研,而教学地图侧重知识普及。科研地图转化为教学地图是教学地图制作中的一个突出问题,需要理论和技术两方面的综合支持。通过研究,提出了科研地图转为教学地图的基本原则;提出了在MapInfo专业制图环境下,科研地图转为教学地图制图综合的技术流程;以三类自然灾害地图为例,提出了灾害科研地图转为灾害教学地图的制图综合要点。 相似文献
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李诗然 《合肥师范学院学报》2014,32(5):104-108
伴随着应用型办学理念和人才培养模式的转变,校企合作有力推动着人力资源管理专业实践教学模式的创新.在当前校企深度合作的强力驱动下,合肥师范学院以校企合作的“深度拓展”为依托,努力探索人力资源管理专业实践教学模式的创新,具体创新措施包括：实现实践教学的全程化;深化校企产学研合作教育平台建设;创新校企合作实践教学课程体系;共建实践教学资源;强化实践教学创新的保障措施等. 相似文献
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数住教学已被關注,更可視為南教育改革的新動能,傅统舆资讯科技混搭的教學模式,正在台湾中小学的教室裏運作,混合式學習将合成為教室裏的新風貌。本研究以台湾某小争為例,探究台灣数位教学在小學的實施施现况舆運作模式,藉以提供封教師教育機構的啟示。（1）教师教育機構需建置完善的數住教學環境。（2）籌组教師專業社群,型塑数位教學願景舆共識。（3）提昇大学教授的敷位運用能力。（4）培用合一的数位教学课程。（5）推動敷位教学之相關研究。 相似文献
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Exploring the contexts of urban science classrooms. Part 2: The emergence of rituals in the learning of science 总被引：1，自引：1，他引：1
Christopher Emdin 《Cultural Studies of Science Education》2007,2(2):351-392
In Part 1 of this paper, I described the corporate and communal nature of research, teaching, and learning in urban science classrooms as both a theoretical approach to understanding, and way of viewing practices within these fields. By providing a new approach to theorizing the cultural misalignments that are prevalent in urban schools, I look to provide an informative tool for investigating under-discussed dynamics that impact science teaching and learning. In this body of work, I further expose the nature of the corporate|communal by describing practices that define communal practice. I do so conversant of the fact that synthesizing my previous work on corporate and communal practices necessarily pushes science education researchers and teachers to look for somewhat tactile explications of communal practices. That is to say, if communal practices do exist within the corporate structures of science classrooms, how do they present themselves and how can they be targeted? This paper begins a journey into such a study and focuses on student transactions, fundamental interactions and rituals as a key to redefining and attaining success in urban science classrooms. 相似文献