共查询到20条相似文献，搜索用时 140 毫秒
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帮助学生适当理解科学本质(NOS)是科学教育的重要目标之一.而教师拥有理想的科学本质观是实现这一目标的必要条件.在调查基础上,运用"集中干预"和"个别干预"相结合的发展策略,分两个阶段对理科教师进行了半年的实践培养.结果发现,理科教师的科学本质观水平和教学研究积极性均得到显著提高,一套适合科学本质教育的教学新模式也初步形成. 相似文献
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近年来,科学本质教育已经成为当前理科教育发展的核心理念,新颁布的物理课程标准也将提高学生的科学素养和科学本质认识作为课程的主要目标与任务,教师对科学本质的理解是实现这一目标的关键.本研究对江苏省182位中学物理教师的问卷调查和20名中学物理教师的个人访谈结果,表明物理教师的科学本质观尚处于较低水平,基于此提出了教师教育如何提高物理教师科学本质观的建议和思考. 相似文献
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论理科教师科学本质教学行为的发展性评价 总被引：1，自引：0，他引：1
培养学生适当理解科学本质是科学教育的目标之一。实现这一目标的关键是理科教师具有相应的科学本质教学行为。理科教师科学本质教学行为可以从显性教学目标、具有认识论水平的教学主题、显性区别观察和推论、注重知识产生方式、反思性评价活动、评价性作业等六个方面进行发展性评价。发展性评价的实施主要在理科教师科学本质教学行为自我监控系统指导下进行。 相似文献
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刘健智 《教育测量与评价(理论版)》2009,(5):34-37
新的理科课程要求学生全面理解科学的本质,科学本质的界定以及有效的理科教学活动能够增强学生的科学本质观,教学实践也表明了科学本质教育的可能性。本文在对科学本质观的维度及其构成因素进行探讨的基础上编制调查问卷,以测试学生对科学本质观的理解程度。数据分析结果显示,该问卷具有良好的信度和效度,能有效测试学生的科学本质观。 相似文献
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理科教师科学本质教学话语的重建 总被引：4，自引：0，他引：4
培养学生适当理解科学本质观是科学教育的目标之一。传统科学本质观下的教学话语会使学生形成传统的科学本质观,容易导致学生机械性学习而非理解性学习,使学生很难具有批判性精神和创造性精神。当代科学本质观下的教学话语有可能促进学生对于科学本质的理解,有助于学生对于科学内容的理解,对学生的思维方式产生积极的影响。理科教师科学本质教学话语重建的基本策略有:反思科学本质,重建科学本质观;转变认识角度,重建认识论范式;区别观察和推论,重建跨越性话语;区别定律和理论,重建产生式话语;设计认识论主题,重建认识论话语;设计反思性活动,重建认识论反思性话语。 相似文献
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通过追溯中西文化演变,分析传统“理性”文化之别,阐述我国传统文化对理科教育的负面影响;回顾近代理科教育的社会文化演变过程,结合理科“文化”舞台分析当前基础教育理科课程改革中出现的问题。理科的人文化传统教学造成了以非理性方式记忆“科学”,使理科教育目标背离了科学的本质诉求。针对传统文化中精确、求真、独立性和批判性等理性思维不足的缺陷,提出理科课程改革中建立符合科学理性特点的理科教材观、知识价值观、学生的科学观、教师科学教学观、教师观、评价观等的具体办法,给予“理解科学”的课程改革目标的实现以诸多启示。 相似文献
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查赞琼 《教育前沿(综合版)》2011,(1)
高中物理课程的宗旨在于进一步提高学生的科学素养。持有怎样的科学本质观将在很大程度上影响教师会进行怎样的科学本质观教育,从而影响学生形成正确的科学本质观,为止,笔者开展了以高中物理教师为对象的科学本质观现状调查。 相似文献
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Science, Philosophy of Science and Science Teaching 总被引：1，自引：0，他引：1
Yehuda Elkana 《Science & Education》2000,9(5):465-487
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Bruce Haynes 《Educational Philosophy and Theory》2013,45(1):34-44
The purpose of professional education programs is to prepare aspiring professionals for the challenges of practice within a particular profession. These programs typically seek to ensure the acquisition of necessary knowledge and skills, as well as providing opportunities for their application. While not denying the importance of knowledge and skills, this paper reconfigures professional education as a process of becoming. Learning to become a professional involves not only what we know and can do, but also who we are (becoming). It involves integration of knowing, acting, and being in the form of professional ways of being that unfold over time. When a professional education program focuses on the acquisition and application of knowledge and skills, it falls short of facilitating their integration into professional ways of being. In addition, through such a focus on epistemology (or theory of knowing), ontology (or theory of being) is overlooked. This paper explores what it means to develop professional ways of being where the focus is becoming, not simply knowing as an end in itself. 相似文献
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理科教师的科学本质观对科学教育的影响 总被引：4，自引：0，他引：4
梁永平 《山西师大学报(社会科学版)》2006,33(1):119-121
人们对科学本质的认识经历了由科学的“真理观”向科学的“建构观”的转变。不同的科学本质观将直接影响着教师对科学教育目标的不同理解,对科学知识的不同选择,对教学主题的不同设计、教学话语的不同使用,对学生学习的不同评价。教师不同的科学本质观及其教学行为影响着学生的科学本质观的形成,影响着学生对科学内容的理解以及看待问题的思维方式。 相似文献
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Besides viewing knowledge about the nature of science (NOS) as important for its own value with respect to scientific literacy, an adequate understanding of NOS is expected to improve science content learning by fostering the ability to interrelate scientific concepts and, thus, coherently acquire scientific content knowledge. However, there is a lack of systematic investigations, which clarify the relations between NOS and science content learning. In this paper, we present the results of a study, conducted to investigate how NOS understanding relates to students’ acquisition of a proper understanding of the concept of energy. A total of 82 sixth and seventh grade students received an instructional unit on energy, with 41 of them receiving generic NOS instruction beforehand. This NOS instruction, however, did not result in students having higher scores on the NOS instrument. Thus, correlational analyses were performed to investigate how students’ NOS understanding prior to the energy unit related to their learning about science content. Results show that a more adequate understanding of NOS might relate to students’ perspective on the concept of energy and might support them in understanding the nature of energy as a theoretical concept. Students with higher NOS understanding, for example, seemed to be more capable of learning how to relate the different energy forms to each other and to justify why they can be subsumed under the term of energy. Further, we found that NOS understanding may also be related to students’ approach toward energy degradation—a concept that can be difficult for students to master—while it does not seem to have a substantive impact on students’ learning gain regarding energy forms, transformation, or conservation. 相似文献
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Science & Education - 相似文献
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高玉宽 《开封教育学院学报》2005,25(3):17-19
爱因斯坦是位伟大的科学家，同时也是一位杰出的思想家。他的怀疑和批判精神，关于自然界统一性的思想和自然科学的唯物主义是引导他取得一系列科学成就的指导思想，并已成为人类宝贵的精神财富，对科学的进步产生了并将继续产生巨大的推动作用。 相似文献
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