The Teaching of Mathematics and Science in the Reform of the Secondary School

It will be our purpose in this article to develop a few considerations on the way in which the teaching of mathematics and more generally the teaching of science is dealt with in the proposals for reform of the upper secondary school, on the problems arising as a consequence thereof, and on the debate that scientific associations have been carrying out on this matter. Our point of departure will be the prospectus (Appendix 1) which presents the references relevant to mathematics and sciences in the various drafts.     

《剑桥高阶学习词典》3版中的语义网络构建

大脑中的语言按照一定的语义关系排列在语义场之中,这些有着某种语义关联的词汇之间构成了一个语义网络。《剑桥高阶学习词典》3版在词汇语义网络构建方面做了大量的工作,主要使用的方法有：词库、词汇构建、参见、搭配、释义及插图等。《剑桥高阶学习词典》3版在语义网络构建方面也存在不足：同义关系和反义关系没有在词典中展现;虽然提供了大量与词目词相关主题词汇或词目词的近义词,但众多词汇信息堆积在一起,显得有些凌乱;在宏观结构没有提及语义网络信息等。     

中小学综合课程的设置与高师院校之应对

中小学设置综合课程是基础教育课程改革的一项重要措施 ,它不仅对教师提出了新要求 ,也对高师院校提出了挑战。本文论述了中小学综合课程的特点及对教师素质的要求 ,探讨了高师院校的应对措施 ,以期对综合课程的顺利实施和高师院校的改革发展提供借鉴     

"文理艺大综合"构成要义及实施

教育部十五规划课题全国教育科学十五规划项目“文理艺多学科交叉综合课程设置和审美化教学操作研究”提出的将科学逻辑、审美动力、实践活动相结合的综合课程设计模式是综合课程与教学的一种新的思路。     

围绕概念建构实现科学学习进阶——人教/鄂教版小学《科学》的编写路径

科学概念是科学知识的核心组成部分,科学课程的教学离不开概念的教学.人教/鄂教版小学《科学》在编写过程中,注重以科学概念为核心,围绕概念建构进行基础知识、探究技能、思维发展等方面的教学设计,更好地引导学生实现科学学习进阶.     

围绕概念建构实现科学学习进阶——人教/鄂教版小学《科学》的编写路径

科学概念是科学知识的核心组成部分,科学课程的教学离不开概念的教学。人教/鄂教版小学《科学》在编写过程中,注重以科学概念为核心,围绕概念建构进行基础知识、探究技能、思维发展等方面的教学设计,更好地引导学生实现科学学习进阶。     

翻转课堂在中职学校健美操教学中的实证研究

近几年,随着社会的发展和教育变革不断推进,培养综合素质全面发展的学生成为学校教育的主要目标,素质教育要求学校改变传统的教学方式,翻转课堂作为一种新的教学方式,重视对学生学习能力的培养,改变了原本教学方式的单一性,本文通过分析翻转课堂的意义以及在中职学校健美操教学应用中的可行性,针对目前中职学校健美操教学中存在的问题,提出相应的解决对策,提高健美操教学的课堂效率。     

北京科技大学材料科学与工程学院实验教学示范中心

<正>简介材料科学与工程学院实验中心是材料相关学科实验教学的基地及创新研究的实验平台,主体前身为1952年成立的金相实验室。1996年在柯俊院士主持指导下,实施相关综合改革与实践,于2001年荣获"国家级教学成果一等奖"。同年学校将金属材料实验室、电镜实验室、村料学实验室、材料制备与加工实验室、无机非金属材料实验室、     

The Impact of School Disadvantage on Senior Secondary Science: a Study of Patterns of Participation and Achievement in Government Secondary Schools in Victoria,Australia

Research in Science Education - Science and science education are recognised internationally as essential for ensuring a sustainable and prosperous future. At the same time, significant equity...     

美国中学科学教科书中科学本质观的实证研究——以《科学入门》为例

科学本质教学是科学教育的重要目标。科学教科书作为科学教学的核心课程资源,对教师的课堂教学和学生科学本质观的形成发挥着重要作用。本文应用内容分析法对美国《科学入门》教科书中科学本质观的分析表明,该教科书呈现了较为完整的科学本质观;突出科学的实证性、暂定性与发展性;为科学划界,区分科学与非科学;显性呈现关于科学与技术的关系;注重体现社会文化对科学的影响;所呈现的科学观是实践优位的。该教科书呈现的科学本质观能够为我国理科教科书编写提供多方面的启示。     

《昭通师范高等专科学校学报》发展史 (社科版,1979-2002)

《昭通师范高等专科学校学报》自1979年创刊，到2002年经历24年的发展，成为国内外公开发行的学术双月刊，分三个阶段介绍了学报社科版发展的历史。     

不可化约的语文方法性知识——兼评统编本初中语文教材

理想的语文课程知识应该是怎样的,语文课程知识事实上是怎样的?这是语文课程知识建设必然要面临的问题。有效帮助学生提高语言文字运用能力是语文课程知识的基本价值,也是语文课程知识建构的基本标准。统编本初中语文教材开始走出化约为母体学科知识的窠臼,向具有语文学科独特性的语文方法性知识建设迈出了积极的一步。     

Supporting Reform-Oriented Secondary Science Teaching Through the Use of a Framework to Analyze Construction of Scientific Explanations

The Next-Generation Science Standards (NGSS) call for a different approach to learning science. They promote three-dimensional (3D) learning that blends disciplinary core ideas, crosscutting concepts and scientific practices. In this study, we examined explanations constructed by secondary science teacher candidates (TCs) as a scientific practice outlined in the NGSS necessary for supporting students’ learning of science in this 3D way. We examined TCs’ ability to give explanations that include explicit statements of underlying reasons for natural phenomena, as opposed to simply describing patterns or laws. In their methods courses, TCs were taught to organize explanations into a what/how/why framework, where what refers to what happens in specific cases (data or observations); how refers to how things usually happen and is equivalent to patterns or laws; and why refers to causal explanations or models. We examined TCs’ ability to do this spontaneously and in a resource-rich environment as a first step in gauging their preparedness for NGSS-aligned teaching. We found that (1) the ability of TCs to articulate complete and accurate causal scientific explanations for phenomena exists along a continuum; (2) TCs in our sample whose explanations fell on the upper end of this continuum were more likely to provide complete and accurate explanations even in the absence of support from explicit standards; and (3) teacher candidate’s ability to construct complete and accurate explanations did not correlate with cross-course performance or academic major. The implications of these findings for the preparation of teachers for NGSS-based science instruction are discussed.