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1.
赵文容 《中国科教创新导刊》2009,(31):21-21
化学实验不仅是化学科学的重要内容,更是化学研究的重要手段。化学科学的任何发展都离不开化学实验的研究成果或化学实验手段的拓展。人类社会许多问题的解决都必须在实验模拟、探索的基础上才能够得到彻底解决。可以说,化学对人类的贡献很大程度上取决于化学实验的发展。本文主要探讨新课程中高中化学实验的教育的功能。 相似文献
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化学学科的发展和进步离不开化学实验。通过分析和梳理化学实验与化学学科核心素养、"五育"之间的关系,明确了化学实验具有促进学生化学学科核心素养体系化发展,同时助力学生在"五育"方面全面成长成才的育人功能。要实现化学实验育人功能的真正落地,必须要重构化学实验的育人方式,在超越知识本位、技能本位、学科本位的基础上,促进化学学科思想和方法的形成,彰显化学实验的实践属性和特征,实现化学实验的多方位育人价值。 相似文献
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申芳莹 《中学化学教学参考》2021,(6):67-68
化学史是人类研究自然科学发展的重要组成部分,是科学家研究化学现象、发现化学规律的历史过程,它记载了化学发展的历程。由于化学史能给学生展现化学家在科学探索过程中思考和研究问题的方式,同时折射出他们所具备的科学精神,从而引发学生思考和强烈的学习兴趣。而化学是一门以实验为基础的学科,化学实验在教学中起着举足轻重的作用,化学的重大发现都离不开化学实验,化学实验也反映着化学历史的发展。 相似文献
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阐述了绿色化学、化学实验绿色化的概念。绿色化学与环境保护的关系;化学实验绿色化是实验教学发展的趋势,简述了绿色化学实验的内容。 相似文献
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正实验是化学的基础,化学学科的发展史就是以化学实验为手段,进行化学研究,发现新物质、总结新规律的历史。"以实验作为基础"是化学学科的基本特征。即使在理论化学发展迅速的今天,通过化学实验解决化学问题仍然是化学学科发展过程中最生动、最直接、最有效的手段。学科具有的特征决定了学科的学习方式的独特性,化学是以实验为基础的学科,因此在实验中学习化学无疑是最有效、最直接的学习方法之一。同样在中学化学教学中,充分 相似文献
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化学实验是化学科学赖以形成和发展的基础，是检验化学学科知识真理性的标准，是教学中学生获取化学知识和检验化学知识的重要手段，是提高学生科学素质的重要途径，同时，化学实验的改革从一个侧面反映出化学教学的改革和发展，鉴于此，作者对20多年来中学化学实验的发展情况进行了分析，旨在提醒教育者关注化学实验的发展，为化学实验的进一步改革提供素材。 相似文献
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沈国亮 《新课程导学(上)》2014,(23)
化学是一门以实验为基础的学科。它的研究方法一般是在实验的基础上对化学现象进行分析、综合、概括,从而建立化学概念和规律。实验有助于学生加深对基础知识的理解,有助于发展思维能力和观察能力。离开了化学实验就谈不上化学的存在和发展。加强实验教学,对培养学生能力,提高学生素质具有十分重要的意义。而演示实验在化学实验教学中具有重要的地位和作用。 相似文献
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浅谈化学实验教学中学生实验能力的培养 总被引：1，自引：0，他引：1
戴锦明 《安徽科技学院学报》2006,20(4):46-47
化学是以实验为基础的自然科学,化学实验对学生能力的培养以及以后的发展都具有重要意义。本文从化学实验的重要性谈起,提出如何培养学生的化学实验能力的途径。 相似文献
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首次把潜科学应用于化学教学,结合化学教学内容,对化学进行潜科学分析,把潜科学的理论和方法融入化学课堂教学,在传授知识的同时,起到了开发潜能、启迪思维、开阔视野、培养素质、揭示规律、提高能力的作用,教学效果显著,创造性地给出了一套把潜科学溶入化学教学的理论方法． 相似文献
12.
V. Kouzminov 《Higher Education in Europe》1995,20(4):205-210
Because of the fundamental importance of science in economic, social, and cultural development, and because the structures supporting science have been weakened by the transition process in the countries of eastern and central Europe, various strategies are needed to relaunch science on a new basis. The activity of UNESCO in general, and of ROSTE, its Regional Office of Science and Technology for Europe, in particular, is described with regard to this problem. Among other actions, a seminar was held in 1992 on Organizational Structures of Science in Europe. A more recent UNESCO initiative calls for a wide discussion of the role and place of science in the contemporary world. The holding of the Academies in Transition international workshop fits well into the scope of this initiative. 相似文献
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A. Andrieş 《Higher Education in Europe》1995,20(4):117-123
Independence and transition to a market economy have led to economic decline in the Republic of Moldova. Scientific research directed at sustainable human development is the key to economic renewal. As Moldova must import most of its energy, a major task is to reduce energy consumption through improved energy efficiency. Since the basic source of national wealth is agriculture, the development of derivatives of agriculture, such as the bio‐chemical industries, the pharmaceutical industry, the perfume industry, and the veterinary sciences should be stressed as well as components of information technology in which Moldova has a lead. As the premier research organization of Moldova is its Academy of Sciences founded in 1946, it should channel its best efforts into the economic development of the country through science. 相似文献
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Cory T. Forbes Elizabeth A. Davis 《International Journal of Science and Mathematics Education》2012,10(2):267-292
Teachers’ curricular role identities are those dimensions of their professional identities concerned with the use of curriculum materials. In a previous study,
we developed and tested a survey instrument designed to measure preservice elementary teachers’ development of curricular
role identity for science teaching through their use of science curriculum materials. In this follow-up study, a revised version
of the survey was administered to a second group of preservice elementary teachers in the same science methods course, and
data were analyzed within and across years. Results from this study suggest that preservice teachers articulated important
similarities and differences between the curricular role identities for science teaching they attributed to themselves and
to more experienced elementary teachers. Over time, they were often able to begin to appropriate the curricular role identities
for science teaching that they attributed to more experienced elementary teachers. However, findings from the second survey
administration also suggest that preservice teachers’ curricular role identities for science teaching are more stable when
characterized by their actual curriculum design practices than when characterized by comparative, probabilistic means. These
findings have important implications for science teacher education and curriculum development, as well as the operationalization
of curricular role identity in education research. 相似文献
15.
Dorothy Nampota Jeff Thompson Felicity Wikeley 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,83(1):59-74
Faced with accelerating poverty, the Malawi government has re-awakened its commitment to the development of human capacity and the role of development in this context. This paper explores the relationship between development and science and technology. It goes on to review the country’s science and technology needs and how these justify taking developmental action. It concludes that strategies designed to increase access to education should not be limited to the primary sector, but should also include secondary curricula and university science and technology programmes. Drawing on the arguments in the article and personal experience, the authors suggest promoting the development of human capacity in Malawi by creating special “science schools” in the secondary sector and increasing the number of scholarships for university science students. 相似文献
16.
Mijung Kim Heesook Yoon Young Rae Ji Jinwoong Song 《International Journal of Science and Mathematics Education》2012,10(1):71-97
With recognition of the importance of scientific literacy for the nation and yet the increasing students’ disinterest in science
through school science curriculum, the Korea Science Foundation launched an innovative program called ‘Everyday Science Class
(ESC)’ in partnership with universities and local government offices in 2003. In this work, we introduce the structure and
dynamics of the ESC program in K-district through examining (1) how everyday contexts helped learners’ perceptions and attitudes
toward science and (2) how the dynamics of learning environments effected learners’ learning process. We employed interviews
and video recording of classes for data collection. To analyze the data, we used the process of thematic coding to understand
the outcomes and effects of ESC program. The research findings showed that everyday context and a unique environment of learning
with parents in the ESC program could bring forth learners’ understandings on the connection between science and their everyday
lives and positive attitudes toward science learning. We also found that there were certain issues to be taken into account
in terms of children’s cognitive development for further development. 相似文献
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B. E. Paton 《Higher Education in Europe》1995,20(4):197-201
The political changes occurring in eastern and central Europe in 1989 and 1990 and the breakup of the Union of Soviet Socialist Republics in 1991 fragmented a large area in which science and technology policy was more or less centralized and rationalized. Each country in this area, as a result, has had to develop its own science and technology policy in very difficult situations of transition. One of the attempts made to re‐establish some order and unity in science policy in the former socialist countries has been spearheaded by the International Association of Academies of Sciences, founded in Kiev in 1991. It is attempting, on a voluntary basis, to assume some of the functions of the former Soviet Academy of Sciences, and in particular, to re‐create the scientific space existing before 1989‐1991. Among its many projects are efforts in favour of young scientists and closer co‐operation with other international organizations of academies. 相似文献
18.
无机精细化工与无机化学教学相结合的教学方法的探讨 总被引：1，自引：0，他引：1
根据教育改革的发展趋势,一改传统的教学模式和教学方法,采用了以无机精细化工产品的研制和开发与无机化学各章节的内容恰当结合起来的教学方法,并适时讲解文献检索知识,配合理论课开设精细化学品合成实验,提高了学生学习无机化学的积极性,培养了动手能力,实现了科研与教学的有机结合 相似文献
19.
Ming-Chin Hsin Sung-pei Chien Yin-Shao Hsu Chen-Yung Lin Larry D. Yore 《International Journal of Science and Mathematics Education》2016,14(1):125-148
Today, early science education is a well-accepted view. Enhancing children’s curiosity about the natural world and fostering positive attitudes toward science are primary goals of science education. However, questions remain regarding the appropriate ways to identify, nurture, and study these emotional states in pre-schoolers. This study examines the potential of using pre-schooler’s verbal (e.g. self-generated figurative expressions) and behavioral (sensorimotor interactions) responses while participating in a scientific activity, as indicators of curiosity and attitudes toward science. The responses of 41 pre-schoolers were documented via a response questionnaire developed for this study. An integrated quantitative–qualitative approach was utilized for data analyses. Results show that pre-schoolers utilize figurative expressions to express various emotional valences. Generation of verbal expressions that entail positive emotional valences and the desire to engage in sensorimotor interactions during a scientific activity were identified as positively correlated. Additionally, girls were more likely to express curiosity and positive attitudes toward science than boys in the context of this study. The findings suggest that these verbal and behavioral measures may serve as indicators of attitudes and curiosity toward science among pre-school children. 相似文献
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旅游资源是旅游业赖以生存和发展的重要物质基础,但在旅游资源开发过程中的旅游环境问题已成为旅游业能否可持续发展的关键.本文运用自然资源学有关原理,分析了我国旅游环境问题产生的经济原因.为了实现在资源不被破坏的前提下旅游经济效益最大化,需主动进行环境治理,并采取适当的经济手段. 相似文献