关于《信息科学基础》课程融合教学的探索     

胡爱花 《教育教学论坛》2019,(6):160-161

《信息科学基础》课程是国内高校信息与计算科学专业的核心课程。信息科学与数学密切相关,探索《信息科学基础》课程与基础数学课程的衔接融合,有助于优化课程知识体系,促进理论与实践的有效结合,提升创新创优培养能力,提高教学质量。  相似文献   

人文精神与科技品质内驱力的互动     

朱瑛 《华中科技大学学报(社会科学版)》2006,20(4):98-102

20世纪以来,科学技术的高速发展和人文精神的缺失,给现代社会的和谐发展带来了挑战。人文精神和科技品质内驱力不仅是教育培养高层次人才的类型,也是衡量一个国家综合国力的标准。人文精神不仅是产生科技品质内驱力的动力,而且是科技创新行为出现的前提,是维护科学道德和科学伦理的基石;人文精神与科技品质内驱力之间有着紧密的互动关系。  相似文献   

An assessment of how scientific literacy-related aims are actualised in the National Primary Science curricula in China and Finland     

Yan Wang  Jari Lavonen  Kirsi Tirri 《International Journal of Science Education》2019,41(11):1435-1456

This research compared how the scientific literacy-related goals of the current Chinese and Finnish national science curricula at primary school level are actualised using a revised Programme for International Student Assessment (PISA) scientific literacy framework in the content analysis of the curricula. The content of the curricula focuses principally on knowledge, followed by competencies and attitudes, respectively. The learning context was seen to be thoroughly integrated with the content in both countries. However, the curricula are written in different ways. Generally, the literacy objectives for both curricula are based on scientific knowledge (Vision I) and the application of knowledge-based skills in situations (Vision II). However, they are characterised by implicit views that derive from the pursuit of the value-driven transformation of individuals and society achieved through science education (Vision III). The Chinese curriculum appears to favour the Anglo-American curriculum tradition, whereas the Finnish curriculum appears to be more attached to the Bildung-Didaktik tradition in terms of core tasks and the specification of objectives. The recommendation is that Vision III should be included in the science curricula, and should explicitly relate to social and scientific topics with a view to furthering a scientifically literate public.  相似文献   

Part I: Toward a System of Educational Engineering for Traditional Class Elements: A Case Study in an Introductory Physics Course     

Gay B. Stewart 《Journal of Science Education and Technology》1997,6(3):173-191

In this paper, we present a system for formally characterizing elements of an introductory science class, measuring the performance of a class based on this characterization, and modeling the value of the class based on the measurements. This system allows the iterative improvement of any educational presentation through a model, test, iterate cycle. We propose formal practices involved in iteratively improving an educational experience be called educational engineering.  相似文献   

Facing Facts in U.S. Science and Mathematics Education: Where We Stand,Where We Want to Go     

McKnight  Curtis C.  Schmidt  William H. 《Journal of Science Education and Technology》1998,7(1):57-76

The Third International Mathematics and Science Study (TIMSS) provides data that seems clearly important to science and mathematics education in the U.S. TIMSS gathered extensive data on curriculum, textbooks, teachers, and instructional practices in science and mathematics education and some of these data are presented and discussed. Eighth grade achievement data show the U.S. to be somewhat above average in science achievement but consistently average or below in mathematics. U.S. official curricula cover comparatively many topics and are relatively unfocused. U.S. science and mathematics textbooks typically take a cautious, inclusive approach keeping traditional content while adding new reform topics. They thus lack. Teachers, without guidance to help them focus, typically divide their attention among many topics. Empirically, there is little agreement in the U.S. on what is truly basic judging by common topics among curricula and textbooks. U.S. teaching, at least in mathematics, is teacher and moves among many different activities, failing to tell a coherent story. We must face these as we seek to find ways to become what we want to be in providing science and mathematics education.  相似文献   

论休厄尔先验论科学哲学及其哲学史地位     

罗伯中 《池州师专学报》2008,(6):5-9

休厄尔的科学哲学思想主要有三方面：他的哲学基础是“事实一观念”学说;他的哲学核心是作为真理发现理论的归纳学说;他的真理学说将符合说、融贯说结合起来。休厄尔的哲学思想不仅开启了科学哲学的先河,而且在英国哲学史上,他成功地摆脱了苏格兰常识主义哲学的影响,将哲学重新拉回到理论分析的道路上来。  相似文献   

多元文化主义与科学教育改革   总被引：1，自引：0，他引：1  

丁邦平 《民族教育研究》2001,12(2):65-69

多元化主义理论经过同化论→整合论→化多元论的三次演变后，成为西方国家民族（种族）教育政策的重要理论基础。多元化科学教育就是在这一理论基础上形成的一种新的科学教育理论，并体现在西方许多国家的科学教育政策中。它要求科学教育应当在多元化的背景下进行，使不同的化的学生、尤其是少数民族（或群体）的学生认识到，科学不仅仅是西方的科学。多元化科学教育为科学的普及和科学教育质量的提供了重要的理论支持。  相似文献   

超越兵法     

吴如嵩 《滨州学院学报》2008,24(5)

《孙子兵法》虽属于军事学著作,但因其充满哲理,富于思辨,因此非军事领域又多借鉴其智慧理念,商业经营中应用《孙子兵法》的原理、谋略更是古已有之,范蠡便是其中的典型人物。发展到现代,更是出现了"兵法经营学"的崭新理论。战争与经营有同质性特点,因此,兵法可用于指导经营。如经营决策、市场营销、企业管理等环节都可以从《孙子兵法》中借鉴智慧。《孙子兵法》的现代价值主要体现在它对思维方式的启迪,并指出了对《孙子兵法》真正价值在认识上的两个误区。  相似文献   

从《金枝精要》看巫术、宗教与科学之关系     

郭建勋 《宜宾学院学报》2005,5(2):21-24

本从《金枝精要》出发，梳理了巫术、宗教、科学的相关理论，回顾了《金枝精要》中巫术理论在中国社会科学界的应用事例，以此来重新认识巫术、宗教与科学的关系。  相似文献   

The impact of science motivation on cognitive achievement within a 3-lesson unit about renewable energies     

《Studies in Educational Evaluation》2016

Our study analyzed the influence of motivation towards science in relation individual cognitive achievement scores. 232 10th graders of college preparatory school level (‘Gymnasium’) completed a cognitive achievement test three times and a questionnaire quantifying motivation towards science once. A three-lesson module dealt with aspects of the topic renewable energies. The knowledge test was applied one week before (T-0), directly after (T-1) and six weeks after (T-2) participation in the learning module. The questionnaire on science motivation was completed at T-0 in order to receive unaffected data. A test-retest group (acting as control group) of 37 students completed the questionnaires with no intervention. Three motivational groups were selected: highly motivated, intermediate and less motivated. The intervention group showed substantial knowledge gain in short- and in long-term perspectives, almost independently of motivational levels. A positive linear relation between motivation and content knowledge was observable for each test schedule. In particular, intrinsic factors are shown to be responsible for this relationship.We recommend implementing appropriately designed educational settings to promote intrinsic aspects in order to foster performance almost independently of pre-existing knowledge and science motivation We presume pre-existing knowledge as well as learning to be influenced by motivation towards science. Also, pre-existing knowledge may influence individual motivation towards science. Consequently, beyond scientific contents, a focus on motivation of adolescents in science may lead to a synergetic effect for life-long learning.  相似文献