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实施综合科学课程理科教师们准备好了吗——分科理科教师对综合科学课程适应性的调查与分析 总被引：1，自引：0，他引：1
目前,我国初中综合科学课程的发展面临着一些问题,教师素质是其中之一。对长春市未实施综合科学课程的15所初中理科教师的问卷调查的数据显示:总体上来说,目前的分科教师还很不了解综合科学课程;对初中综合科学课程持否定态度;不具备符合综合科学课程要求的学科知识结构和技能。可以通过高师院校改革、调整教师培训策略、增进交流等方面来增强教师对综合科学课程教学的适应性。 相似文献
2.
This study assessed the effectiveness of one science teacher education program designed to be a model program. The study provided evidence that preservice science teacher education can have a very positive effect on the development of preservice science teachers into effective practicing teachers. Thirty program graduates completed a pilot version of the 1985 National Survey of Science and Mathematics Education providing information on course objectives, teaching strategies, equipment use, time allocation, and textbook use. The responses of program graduates were compared to the responses of a select national sample of teachers. All teachers in the comparison group were from programs in the Search for Excellence in Science Education, Presidential Award winners, recognized as outstanding state science teachers, employed as department chairs, or actively involved in the development of science curriculum. Analysis of the responses indicated that both program graduates and comparison group teachers had similar course objectives and teaching strategies, used materials and equipment a similar amount of time, and allocated class time in similar ways. In another component of the study, students of 37 program graduates completed a questionnaire that assessed their attitudes toward science teachers, science classes, and the study of science. Analysis of attitudinal data from their 2871 students indicated that students of program graduates generally had positive attitudes. For instance, 89% of the students perceived their science teacher as asking questions and 80% perceived their science teacher as letting them ask questions. In general, the data are in stark contrast to the images obtained from National Assessment efforts. 相似文献
3.
通过分析高等师范学校学生应具备的各项师范技能及目前师范技能培养过程中存在的问题,根据笔者所在学校的师范技能训练实践总结,结合专业特点,提出从课程体系完善,师范技能实践教学体系的构建,加强高师教师队伍的建设,加强师范技能软硬件建设等四个方面做好生物科学专业师范生的师范技能培养工作,使高等师范院校生物专业毕业生具有扎实的师范技能,胜任以后中学生物的教学工作. 相似文献
4.
“5+2”:培养本科学历小学教师的有效模式 总被引：1，自引：1，他引：1
培养高学历小学教师是社会经济和教育发展的必然要求。选择招收初中毕业生的"5+2"培养模式与高中起点四年制培养模式相比具有明显的优势,可以把中师丰富的小学教师培养经验和高师具有师资、设备优势及高校的学术气氛有机结合起来。实施"5+2"培养本科学历小学教师模式,必须切实加强课程教材建设、学科专业建设、职业能力建设和师资队伍建设。 相似文献
5.
The question of where to locate teaching about the relationships between science and religion has produced a long-running debate. Currently, science and religious education (RE) are statutory subjects in England and are taught in secondary schools by different teachers. This paper reports on an interview study in which 16 teachers gave their perceptions of their roles and responsibilities when teaching topics that bridge science and religion and the extent to which they collaborated with teachers in the other subject areas. We found that in this sample, teachers reported very little collaboration between the curriculum areas. Although the science curriculum makes no mention of religion, all the science teachers said that their approaches to such topics were affected by their recognition that some pupils held religious beliefs. All the RE teachers reported struggling to ensure students know of a range of views about how science and religion relate. The paper concludes with a discussion about implications for curriculum design and teacher training. 相似文献
6.
谢培松 《湖南师范大学教育科学学报》2005,4(4):44-47
时代发展呼唤小学与初中教师教育一体化。通过对中外小学教师教育课程方案与初中教师教育课程方案的比较分析，无论从培养机构、培养模式，还是从课程设置来看，实行小学与初中教师教育一体化改革都是完全可行的。它反映出我国教师教育体制改革和高等师范院校改革的基本趋势，适应我国教师培养模式和教师教育课程改革的需要，为教师职业发展奠定了坚实的基础。改革的总体思路是：以小学教师教育高等教育化为契机，以小学与初中教师教育培养机构一体化为平台，以教师教育课程体系改革为重点，重新厘定人才培养目标，调整课程结构，改革课程内容，培养九年一贯制义务教育的合格师资。 相似文献
7.
分析了目前对中学各学科教师的培训偏重于理论知识传授、单一集中授课的培训方式的不足,结合江苏省2009年初中新课程语文、数学、物理3门学科的网络培训工作,探索以建构主义学习理论为依托,利用个性化自主学习平台,对教师进行网络新课程培训的一种新的培训模式,充分体现教师学习的自主性,努力提高教师的教学实践能力。 相似文献
8.
张友祥 《昭通师范高等专科学校学报》1999,21(4):27-28
随着科教兴国战略的实施,素质教育的发展和教育改革的深入,对教师的素质提出了更高的要求。“办好教育的关键在教师”,随着高中专任教师本科化和小学教师专科化的推进,师范专科教育有了前所未有的发展空间和机遇,也面临着严峻的挑战,师范专科教育改革必须适应小学教师专科化的要求。因此,研究小学教师的素质结构和知识结构,搞好师范专科教育的课程设置和管理,确定适合时代要求的人才培养模式是师范专科教育改革的关键之所在。 相似文献
9.
Shu-Fen Lin Wen-Hua Chang Yeong-Jing Cheng 《International Journal of Science and Mathematics Education》2011,9(6):1367-1389
The processes of curricula, textbooks and student resources development have been broadly surveyed and studied while teachers’
guides have received comparatively little consideration throughout recent reforms in science education. Ideal curriculum materials
align instruction with the goals of reform. Well-designed teachers’ guides contribute to communicating and supporting reform-based
teaching. The purpose of this study was to investigate the functions and assistance that guides provide science teachers.
A questionnaire was developed and administered to science teachers from a stratified sample of elementary and junior high
schools in Taiwan. The findings indicated that the guides were of greater benefit to elementary school science teachers than
they were to junior high teachers. These groups of teachers perceived the guides’ usefulness differently, but they believed
that a clear, concise presentation of the purpose, reminders, answer keys, concept maps of the main topics and learning progression
provided the most helpful and preferred layout. Teachers felt that the function of a teachers’ guide is to provide teaching
resources rather than to guide teacher thinking. This study discusses design suggestions that can engage teacher thinking. 相似文献
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根据基础教育课程改革新师资和师范毕业生就业需求,针对传统分段式师范教育的不足,提出了“整合连贯型”教师教育模式,并在昆明学院10个师范类专业开展了相应的理论研究与实践探索。经3年多实际运作,建立了完整的“整合连贯型”基础教育师资培养的教育教学组织体系、课程体系和新型实习实践制度,出版了系列教材,改变了传统教师专业理论课程教学形式单一的状况,其理论研究与实践探索成果被省内外多所高校采纳。 相似文献
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13.
Gordon Johnson Dr. Laura Laughran Ray Tamppari Perry Thomas 《Journal of Science Teacher Education》1991,2(3):79-82
Summary Science teachers naturally rely on their university science experiences as a foundation for teaching middle school science.
This foundation consists of knowledge far too complex for the middle level students to comprehend. In order for middle school
science teachers to utilize their university science training they must search for ways to adapt their college experiences
into appropriate middle school learning experience.
The criteria set forth above provide broad-based guidelines for translating university science laboratory experiences into
middle school activities. These guidelines are used by preservice teachers in our project as they identify, test, and organize
a resource file of hands-on inquiry activities for use in their first year classrooms. It is anticipated that this file will
provide a basis for future curriculum development as the teacher becomes more comfortable and more experienced in teaching
hands-on science.
The presentation of these guidelines is not meant to preclude any other criteria or considerations which a teacher or science
department deems important. This is merely one example of how teachers may proceed to utilize their advanced science training
as a basis for teaching middle school science. 相似文献
14.
对我国高师教育技术专业本科培养目标的研究 总被引：7，自引：3，他引：7
该文运用罗杰考夫曼(Roger Kaufman)提出的组织要素模型(OEM)就教育技术师范专业的本科毕业生的定位问题进行了研究,得出了:要让我们输出的“产品”产生良好的社会效果棗运用教育技术真正实现素质教育的目标,在现阶段高师教育技术专业本科的培养目标可以定位在“培养德、智、体全面发展的、掌握现代教育理论与技术的、具有正确的教育理念的、能将信息技术与小学(初中)学科内容进行整合的、能运用教学设计理论对教学活动进行设计的小学(或初中)教师”。 相似文献
15.
《Teaching and Teacher Education》2006,22(3):315-326
This paper is based on our studies of teacher recruitment and retention. Using official statistics from a variety of secondary sources, it builds on our previous work on the changing demand for teachers by exploring issues of teacher supply in the UK. Our findings suggest there is no overall shortage of applicants to initial teacher education and training (ITET), and the number of applicants and places are now higher than at any time since 1982. There were, however, almost as many unsuccessful as successful applicants to ITET courses, despite some recruitment targets not being met. Furthermore, it was not clear how these targets were set and whether they included an estimate of trainee attrition and/or the number of successful trainees expected to enter the teaching profession. There were imbalances in the supply of teachers, with many more female than male trainees. The majority of trainees were in their twenties, with the chances of being offered a training place decreasing with age, despite the uneven age profile of the contemporary teaching profession. There are important structural limitations to teacher supply, particularly in relation to the number of graduates in maths and science subjects. Improving teacher recruitment in these areas is, thus, dependent on increasing the number of students continuing to study these subjects in post-sixteen and higher education. 相似文献
16.
Science teaching in Indonesia has undergone major reforms since independence. This paper examines the role of practical activities
in secondary science from an international perspective and contrasts this with a developing country perspective. In examining
major curriculum and teacher training reforms in Indonesia, continuing influences on science education from industrialised
countries are acknowledged; however, nlike many other developing countries, Indonesia has essentially implemented curriculum
and teacher training reforms using a pool of overseas trained senior teachers and locally trained personnel. A number of research
studies on biology practical work in Indonesia suggest that practical activities in biology are more effective in enhancing
student cognitive achievement, science process skills and problem solving abilities than traditional didactic classroom approaches. 相似文献
17.
赵蕾 《上海师范大学学报(哲学社会科学版)》2010,(2):110-113
兴趣是学好科学的动力和保证。初中科学课程是自然科学入门课程,在初中科学教育体系中是八至九年级分科科学课程的基础课程。如果学生对其感兴趣,将会主动认真地学习,为今后的理科分科学习打下良好的基础;如果不感兴趣,不仅会视学习如苦役,还将影响今后的理科学习。因此,在初中科学教学中培养学生学习科学的兴趣具有现实的意义。文章从六个方面阐述如何培养学生的学习兴趣,让学生喜欢科学课,进而转化为学习科学的动力。 相似文献
18.
Reform based curriculum offer a promising avenue to support greater student achievement in science. Yet teachers frequently adapt innovative curriculum when they use them in their own classrooms. In this study, we examine how 19 teachers adapted an inquiry‐oriented middle school science curriculum. Specifically, we investigate how teachers' curricular adaptations (amount of time, level of completion, and activity structures), teacher self‐efficacy (teacher comfort and student understanding), and teacher experience enacting the unit influenced student learning. Data sources included curriculum surveys, videotape observations of focal teachers, and pre‐ and post‐tests from 1,234 students. Our analyses using hierarchical linear modeling found that 38% of the variance in student gain scores occurred between teachers. Two variables significantly predicted student learning: teacher experience and activity structure. Teachers who had previously taught the inquiry‐oriented curriculum had greater student gains. For activity structure, students who completed investigations themselves had greater learning gains compared to students in classrooms who observed their teacher completing the investigations as demonstrations. These findings suggest that it can take time for teachers to effectively use innovative science curriculum. Furthermore, this study provides evidence for the importance of having students actively engaging in inquiry investigations to develop understandings of key science concepts. © 2010 Wiley Periodicals, Inc., J Res Sci Teach 48: 149–169, 2011 相似文献
19.
The teachers' role in the integration of science and technology studies within the recent educational reform in Israeli junior high schools was addressed within a case study. Eight science teachers and three technology teachers participated in in‐service training courses and received individual tutoring. Data were obtained through school visits, interviews with management, teachers, and tutors. Pupils' performance on a science‐technology project was assessed by an achievement test and a questionnaire. Science teachers preferred to extend their content knowledge and didactic skills in science. Technology teachers lacked basic scientific knowledge. A realistic aim is to expose the science teacher to the field of technology, and the technology teacher to the realm of science, to the extent that will enable him or her to cooperate with the teacher in the parallel domain, rather than train a teacher to teach both. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 239–253, 1999 相似文献
20.
Katherine L. McNeill Diane Silva Pimentel Eric G. Strauss 《International Journal of Science Education》2013,35(15):2608-2644
Inquiry-based curricula are an essential tool for reforming science education yet the role of the teacher is often overlooked in terms of the impact of the curriculum on student achievement. Our research focuses on 22 teachers’ use of a year-long high school urban ecology curriculum and how teachers’ self-efficacy, instructional practices, curricular enactments and previous experience impacted student learning. Data sources included teacher belief surveys, teacher enactment surveys, a student multiple-choice assessment focused on defining and identifying science concepts and a student open-ended assessment focused on scientific inquiry. Results from the two hierarchical linear models indicate that there was significant variation between teachers in terms of student achievement. For the multiple-choice assessment, teachers who spent a larger percentage of time on group work and a smaller percentage of time lecturing had greater student learning. For the open-ended assessment, teachers who reported a higher frequency of students engaging in argument and sharing ideas had greater student learning while teachers who adapted the curriculum more had lower student learning. These results suggest the importance of supporting the active role of students in instruction, emphasising argumentation, and considering the types of adaptations teachers make to curriculum. 相似文献