共查询到20条相似文献，搜索用时 140 毫秒
1.
后现代主义在反思和批判现代性的基础上产生,把质疑、非理性、去中心化和交流合作作为自己的建构特征,对我国高等教育观念的改变有着重要的作用。中国高等教育改革尤其是教育观念应当向大学生个体生命的成长、平面性价值观、科学人文主义、平等的人性对话等转变,以适应高等教育全球化和本土化的需要。 相似文献
2.
后现代主义在反思和批判现代性的基础上产生,把质疑、非理性、去中心化和交流合作作为自己的建构特征,对我国高等教育观念的改变有着重要的作用。中国高等教育改革尤其是教育观念应当向大学生个体生命的成长、平面性价值观、科学人文主义、平等的人性对话等转变,以适应高等教育全球化和本土化的需要。 相似文献
3.
后现代主义是20世纪中期出现并流行于西方国家的一种泛文化思潮,它的发展与变化有其特定的历史文化背景。后现代主义的主要特征是对现代主义的否定与批判,它倡导非理性主义、解构主义、多样性和生态原则。从修正的和建设性的后现代主义观念出发,我国儿童艺术教育发展的新路向可概括为走向观念多元、走向感性体验以及走向创造生发。 相似文献
4.
后现代主义是20世纪中期出现并流行于西方国家的一种泛文化思潮,它的发展与变化有其特定的历史文化背景.后现代主义的主要特征是对现代主义的否定与批判,它倡导非理性主义、解构主义、多样性和生态原则.从修正的和建设性的后现代主义观念出发,我国儿童艺术教育发展的新路向可概括为走向观念多元、走向感性体验以及走向创造生发. 相似文献
5.
申振信 《邢台职业技术学院学报》1999,16(1):26-34
文章强调,建设性后现代主义是对现代主义的批判与继承,是对结构性后现代主义的批判与总结,即内在关系论与世界和谐教育,多元价值观与人的解放,人的创造性与后现代科学观教育。文章主要从建设性后现代主义哲学观出发,阐明了它对教育的启发。在教育上较多涉及了建设性后现代主义教育目标、教育内容和课程观,也涉及到了教育体制和师生关系等观点。 相似文献
6.
《科学技术哲学研究》2010,(2)
后现代主义因其对主流观念的激烈批判而在许多方面与当代女性主义有融合的趋向。后现代女性主义科学观从后现代主义那里汲取丰富的理论资源,对传统科学展开了彻底的批判。后现代女性主义科学观对当代女性主义及女性主义科学观的发展都具有极其重大的意义。 相似文献
7.
复杂性、科学与后现代思潮 总被引：8，自引：0，他引：8
吴彤 《内蒙古大学学报(人文社会科学版)》2003,35(4):8-12
复杂性科学与后现代主义思潮有着一定的关联。但是复杂性科学绝非后现代主义得以成立的科学基础。后现代主义思潮批判审视科学发展。把其中合乎自己思潮的东西拿过来为己所用。其中既有把其思想发挥的地方，也有大量误读的地方。复杂性科学可效仿后现代主义思潮，从后现代思潮发展中索取“为我所用”的东西，来推动对于复杂性思想在社会科学领域的应用研究。 相似文献
8.
张会刚 《天津职业院校联合学报》2012,14(12):74-77
后现代主义在反思和批判现代性的基础上产生,把质疑、非理性、主体间性作为自己的基本特征,为我们职业教育改革提供了新的思路。通过分析后现代主义的特征以及对当前所沿袭的传统教育所提出的批判,阐述了后现代主义对职业教育教学改革的启示。 相似文献
9.
后现代主义思潮是作为现代化及其负面效应的批判与否定而兴起的,它为研究高校教务管理理念提供了一种新思维、新视角.质疑、反思和批判的非理性思维方式;彻底的反基础主义与非中心化的解构策略;排斥对立、提倡合作交流的人文关爱是后现代主义的主要理论观点.其对高校教务管理理念的启示是:在高校教务管理模式中,实行信息化下的校院二级管理;在信息化教务管理过程中,树立开放型的管理理念;在教务行政管理模式中,注入"柔性管理"的观念. 相似文献
10.
11.
借鉴教学系统理论,建立新的、对科学课程教学实践具有指导意义的科学课程教学系统论。科学课程教学系统应该由科学课程教学目标、科学课程教师、学生、科学课程教学内容、科学课程教学方法和手段、科学课程教学资源、科学课程教学评价与反馈等七要素组成。 相似文献
12.
Younkyeong Nam Gillian Roehrig Anne Kern Bree Reynolds 《International Journal of Science and Mathematics Education》2013,11(1):143-167
This study explores the perceptions of culturally relevant science teaching of 35 teachers of American Indian students. These teachers participated in professional development designed to help them better understand climate change science content and teaching climate change using both Western science and traditional and cultural knowledge. Teacher perceptions of practices using culturally relevant instruction were evaluated. The data were analyzed both quantitatively and qualitatively. The results from the survey analysis show that the teachers’ existing practices of culturally relevant science teaching were limited in choosing topics relevant to American Indian culture. We found three common themes from the teachers’ perceptions of culturally relevant science teaching, meaning of culturally relevant science teaching, teaching strategies, and purpose of culturally relevant science teaching from the qualitative data. We also found that teachers with higher survey scores perceive culturally relevant science teaching differently than teachers with lower survey scores, specifically for the purposes and teaching strategies of culturally relevant science teaching. The results show that teachers with higher survey scores tended to perceive culturally relevant science teaching as a two-way learning process between teachers and students where the teachers can learn traditional science knowledge from the students. They also tend to perceive using concrete traditional science examples as effective teaching strategy for culturally relevant science teaching and building strong relationships with American Indian students as the most important purpose of culturally relevant science teaching. We also discuss common challenges faced by science teachers when trying to implement culturally relevant science teaching with American Indian students. 相似文献
13.
This study considers the relationship between science, science teaching and the philosophy of science perceiving these three
cultural phenomena as a semantic triad. This approach presents science teaching as being a form of a scientific reflection.
The relationship of science teaching to the philosophy of science is advocated to be essential, revealing the conceptual meaning
of science in the science curriculum and thus removing the semantic degeneracy taking place when the philosophy of science
is ignored in science education. The study points at the bricolage as well as magic nature of the science curriculum preserving
as long as science teaching preserves semantic degeneracy. Different types of meaning of Schwab’s commonplaces were recognized.
The study challenges the common view of the relationship between science, science teaching and pedagogy and suggests effective
representation of individual knowledge of science educators. 相似文献
14.
小学科学课堂教学评价体系是有效改进科学教学,促进科学课程有效实施的保证。通过分析影响小学科学课堂教学有效性的因素,结合对小学科学课堂教学评价现状的调查,提出了构建小学科学课堂教学评价体系的原则:一是有利于学生科学素养的发展;二是有利于教师教学水平的提高;三是有利于科学课程的发展。最后,给出了制定小学科学课堂教学评价体系的几点建议。 相似文献
15.
相对于传统教科研,网络教科研具有无可比拟的优势。构建＂教—研—修＂一体化的网络教科研平台,实现教科研信息化、网络化、数字化,能够为教科研提供最大的支持服务,更好地促进教育科研的创新与发展,推动教育信息化进程。文章简单介绍了网络教科研的内涵、并与传统教科研进行了对比研究,探究了＂教—研—修＂一体化的网络教科研平台的构建与应用对策。 相似文献
16.
Özgecan Taştan Kırık 《Research in Science Education》2013,43(6):2497-2515
This study explores the science teaching efficacy beliefs of pr-service elementary teachers and the relationship between efficacy beliefs and multiple factors such as antecedent factors (participation in extracurricular activities and number of science and science teaching methods courses taken), conceptual understanding, classroom management beliefs and science teaching attitudes. Science education majors (n?=?71) and elementary education majors (n?=?262) were compared with respect to these variables. Finally, the predictors of two constructs of science teaching efficacy beliefs, personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE), were examined by multiple linear regression analysis. According to the results, participation in extracurricular activities has a significant but low correlation with science concept knowledge, science teaching attitudes, PSTE and STOE. In addition, there is a small but significant correlation between science concept knowledge and outcome expectancy, which leads the idea that preservice elementary teachers’ conceptual understanding in science contributes to their science teaching self-efficacy. This study reveals a moderate correlation between science teaching attitudes and STOE and a high correlation between science teaching attitudes and PSTE. Additionally, although the correlation coefficient is low, the number of methodology courses was found to be one of the correlates of science teaching attitudes. Furthermore, students of both majors generally had positive self-efficacy beliefs on both the STOE and PSTE. Specifically, science education majors had higher science teaching self-efficacy than elementary education majors. Regression results showed that science teaching attitude is the major factor in predicting both PSTE and STOE for both groups. 相似文献
17.
不同教学方式对增进知识和提升能力有不同的作用。本实验的假设是在主体间师生关系中,通过教师有效选择和整合主题讲授、问题发现和主题问题建构等三种教学方式,有效增进学生的科学知识和提升学生的科学能力,目的是通过有效的科学知识教学促进学生科学能力的发展,使科学知识教学和科学能力发展相互促进。 相似文献
18.
Arthur Louis Odom Jacob M. Marszalek Elizabeth R. Stoddard Jerzy M. Wrobel 《International Journal of Science Education》2013,35(17):2351-2374
The purpose of this study was to examine the association of middle school student science achievement and attitudes toward science with student-reported frequency of using computers to learn science and other classroom practices. Baseline comparison data were collected on the frequency of student-centred teaching practices (e.g. the use of group experiments during science class) and traditional teaching practices (e.g. having students copy notes during science class) to learn science. The student sample was composed of 294 seventh-grade students enrolled in middle school science. Multiple regression was used to investigate the association of attitudes toward science, student-centred teaching practices, computer usage, and traditional teaching practices with science achievement. Both attitudes toward science and student-centred teaching practices were positively associated with science achievement, and student-centred teaching practice was positively associated with attitude toward science. Computer usage was found to have a negative association with student achievement, which was moderated by traditional teaching practices. 相似文献
19.
20.
通过对四川部分小学的走访,发现当前小学科学教育教学存在的问题主要有：小学科学教师素养不高,科学师资缺乏;教学设备不足,科学课程资源匮乏;现行小学科学教材无法满足城乡不同需求;大班教学,难以保证教学质量;小学科学教师对新课程的理解与执行不相适应。针对存在的问题提出相应的对策,主要是：加大对科学教育经费的投入力度,提高科学教育教学质量;加大科学教师培训力度,尽快适应新课程改革;小学科学教师应着力提高自身科学素养,以适应新课程需要;编写适宜的地方小学科学教材,以满足城乡不同需求;营造良好的社会环境,齐抓共管,提高小学科学教育教学质量。 相似文献