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以浙教版《科学》教材与美国主流科学教材《科学探索者》中的“地球与宇宙”主题为例,尝试从STS教育的内容、体现STS教育理念的组织形式与方法两个维度来比较与阐释。在STS教育内容层面,两套教材都关注了科学(s)与社会(s)的关系,也呈现了浙教版《科学》教材在科学(S)与技术(T)关系层面的缺失。对于STS教育理念的呈现方式,一方面表现了对科学探究活动的共同关注,也彰显了浙教版《科学》教材对探究问题的明确性、有效性的不足;另一方面突显了科学史的教育价值。 相似文献
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STS作为一种新的科学教育构想。已昂然走进了当今的新课程改革,它主张在科学教育中强调科学技术与社会的关系以及科学技术在社会生产、生活中的应用。《普通高中化学课程标准》(下称《标准》)在课程性质、基本理念、课程目标、内容标准、教学建议、 相似文献
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《全日制义务教育物理课程标准》要求“了解科学技术社会(STS),逐步树立科学的世界观”,说明还要求在教学实践中教师应将STS教育理念进行全面地渗透,我国对STS教育非常重视。渗透STS教育理念有利于学生把科学与技术、科学技术与社会相联系:作为初中物理教师,在实际的教学中,我们应从教学的各个环节着手,精心设计教学方案,将STS教育理念最大程度地体现卅来.从而从物理教学的各个方面提升学生的科学索质。 相似文献
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科学(Science)、技术(Technology)与社会(Society)教育.即“STS教育”是当代科学教育实践的重要理念。STS教育强调科学、技术与社会的相互关系,重视科学技术在社会生产、生活环境和社会发展中的应用,是指导和实施学科教育的新理念。 相似文献
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STS是科学(Science)、技术(Technology)、社会(Society)的英文缩写。高中《生物课程标准》要求对学生进行STS教育,目的在于突出科学、技术和社会之间的关系.培养学生的未来意识和参与意识。为此,我在生物课堂教学中进行了渗透STS教育的初步尝试。 相似文献
6.
STS是Science(科学)、Technology(技术)、Society(社会)三个单词的第一个字母的缩写.新课程标准非常重视科学、技术与社会的联系,在课程性质、基本理念、课程目标、内容标准、教学建议、教学评价、教材编写建议等方面都充分体现了“STS”教育的基本思想.为适应新课改的要求,近年各地的中考物理试卷中出现了STS类的阅读型试题.她常常以现代科学技术和社会生活中的实际问题作为素材, 相似文献
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娄淑敏 《开封教育学院学报》2015,35(6)
鉴于STS教育的产生背景、内涵与高职课程的高度吻合,介绍STS教育在课程目标、内容、结构、评价方面的特点,分析STS教育理念下的高职《中小型企业网站开发》课程包教学在目标、内容、结构、模式、评价体系等方面的情况,论证基于STS教育理念下制定适合中国发展的教学模式是可行的. 相似文献
8.
以浙教版《科学》教材与美国主流科学教材《科学探索者》中的"地球与宇宙"主题为例,尝试从STS教育的内容、体现STS教育理念的组织形式与方法两个维度来比较与阐释。在STS教育内容层面,两套教材都关注了科学(S)与社会(S)的关系,也呈现了浙教版《科学》教材在科学(S)与技术(T)关系层面的缺失。对于STS教育理念的呈现方式,一方面表现了对科学探究活动的共同关注,也彰显了浙教版《科学》教材对探究问题的明确性、有效性的不足;另一方面突显了科学史的教育价值。 相似文献
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《英语课程标准》的理论基础 总被引:17,自引:0,他引:17
就语言的本质而言,《英语课程标准》体现了工具性与人文性高度统一的语言观;就语言学习的意义而言,《标准》所体现的基本理念是,学习语言既有利于促进个人的全面发展,也有利于个人参与社会活动。《标准》所体现的语言学习观是,学生不是被动地从书本或教师那里接受知识,而是在语言实践活动中建构知识、发展语言能力。《标准》体现的语言教学观主要表现在三个"相结合":知识与技能相结合,语言目标与非语言目标相结合,过程与结果相结合。 相似文献
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This paper reports the procedure and results of a study analyzing Science-Technology-Society (STS) themes in state science curriculum frameworks in the United States. The criteria for the analysis consisted of 15 categories of standards derived from the K–12 content standards of the National Science Education Standards. Out of the 25 state science curriculum frameworks analyzed, 88% emphasized the standard Science and technology in society. Three standards (Environmental quality, Science as a human endeavor, and Nature of science and scientific knowledge) were represented in nearly 50% of the state science curriculum frameworks. The remaining 11 content standards were scarcely represented in the state science curriculum frameworks analyzed. The recommendations of this study include an examination of educational policy links to state science frameworks, and case studies of curriculum policy-to-practice transition in STS education. 相似文献
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Wiesenmayer Randall L. Rubba Peter A. 《Journal of Science Education and Technology》1999,8(2):137-144
The purpose of this study was to determine the effects of employing an STS instructional model that addresses each of the four goal levels of STS education versus an instructional model containing only life science content, on seventh grade students' participation in citizenship action on STS issues. A modified version of the non-equivalent control group quasi-experimental research design was used with seventeen intact seventh grade life science classes, ten of which received STS instruction (N = 264) and seven of which received life science instruction (N = 136) over 20 school days. The STS instruction sequentially addressed each of the four goal levels for STS education. Data were collected using the Actions Taken on Public Issues instrument to measure citizenship behaviors. ANOVA and repeated measures ANOVA were employed to analyze data. It was concluded from the findings that employment of an STS issue investigation with an action instructional model that addressed the four goal levels of STS education significantly increased seventh grade students' participation in citizenship actions on STS issues. Implications and recommendations are provided. 相似文献
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《新课程标准》与高师声乐教学改革 总被引:1,自引:0,他引:1
严凤 《福建师范大学学报(哲学社会科学版)》2003,(5):42-45
本针对《全日制义务教育音乐课程标准》中全面推进素质教育,以音乐审美体验为核心的基本精神,对当前高师声乐教学现状进行分析与思考。提出了观念的改变与重建是声乐教学改革的首要问题,如何把“审美”贯穿声乐教学全过程,以培养出合格的中小学音乐教师,是当前高师声乐教学亟待解决的重要问题。 相似文献
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师范院校开设通识性跨学科课程的探讨 总被引:4,自引:0,他引:4
本文就高等师范院校开设通识性跨学科类课程的理念、设置结构及其实施方式等问题进行了探讨。建议从提高师范生的综合素养的角度设置注重跨学科综合教育的STS类、跨学科综合类、环境教育类、科学史哲类、现代科学技术进展类、信息技术应用类等通识性教育课程。 相似文献
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Peter A. Rubba 《科学教学研究杂志》1989,26(8):687-702
The semantic meaning assigned to concepts associated with science-technology-society (STS) education, the percentage of science course time allotted to STS instruction, the categories of STS issues infused into sciences courses, and the instructional procedures used to do so, were examined among a sample of 65 exemplary secondary-level science teachers. The teachers were volunteers from the 87 science teachers from a Midwestern state locally nominated for the Presidential Awards Program. Data were collected using the Science Teaching Issue Opinionnaire (STIO) and a questionnaire, both developed and validated by the investigator. The STIO used a semantic differential format; it was composed of 23 STS education affiliated concepts (e.g., science; technology; students' need to understand the interrelationships among science, technology, and society; my ability to teach …), each followed by 13 seven-point bipolar adjective scales (alpha reliability = 0.97). The instruments were distributed and returned by mail. The exemplary science teachers were found to hold positive opinions of (1) science, (2) technology, (3) their understanding of science, and (4) their ability to teach science. The teachers expressed slightly positive opinions of (1) students' understanding of STS, (2) students' need to understand STS, (3) their own understanding of STS interrelationships, and (4) their ability to teach STS. The teachers suggested that 15% of secondary science course instructional time be dedicated to STS, but did not appear to dedicate near that amount of time to STS. “Pollution” headed a brief and rather predictable list of STS issues infused into science courses. On average a teacher infused 2.5 STS issues into a science course. The discussion, lecture, and a combination of these dominated the list of 35 instructional procedures which are not unique to or necessarily appropriate for STS instruction. 相似文献
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化学课程是农村中学课程资源中较薄弱的部分 ,其中主要的原因是缺乏合格的实验技术人员、实验场地以及实验仪器和药品。农村中学化学课程资源的种类可以从化学课程资源的功能特点、层次、载体形态等角度来划分。农村中学化学课程资源的开发策略有经济性策略、乡土性策略、STS教育策略、互助性策略、为当地经济服务的策略等。 相似文献
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《The Journal of educational research》2012,105(2):78-89
Abstract The authors present the development and validation of the Standards Performance Continuum (SPC), a measure for assessing teacher performance of the Standards for Effective Pedagogy. The authors created the SPC to serve as an instrument for research on the relationship between teachers' use of these standards and instructional effectiveness, as a guide for teacher professional development, and as a tool for education reform. The goal of this research was to construct a quantitative instrument that is practical, easily scored, and readily interpretable. The standards are discussed, and 3 studies provide evidence of interrater reliability, concurrent validity, and criterion-related validity supporting the validity of interpretations of data gathered with the SPC. 相似文献
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Rober Cross 《Research in Science Education》1995,25(2):151-162
Schooling as much as any other social activity is determined by ideology. The introduction of the VictorianCurriculum &; Standards Framework is a case in point. The alliance between the new Victorian State government and traditionalists has “reformed” the schooling of science. Evidence is presented that points to a return to a conception of scientific literacy in which the central mythology of value-free science is the guiding principle. Here is a vision for an “educated” Australia, which begs the question: Whose Australia? 相似文献
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新形势下体育教师素质的缺失及补救措施 总被引:2,自引:0,他引:2
新《体育与健康课程标准》的实施,使体育教师清醒地意识到时代的要求和竞争压力的紧迫感。为了适应改革的新形势,体育教师必须更新观念、转变角色,通过不断的学习和探索等补救措施来达到巩固自己教师地位的目的。 相似文献