小学教育学实践教学初探

针对高校面向小学教育实践培养教师弱化的问题,在小学教育学教学中进行教育见习、参与教学、模拟教学等多样化实践教学的探索,有效地促进了师范生培养训练小学教师的角色意识和教学技能,还促进师范生去研习小学新课程教学改革,为培养适应教师专业化发展新需要的合格、优秀小学教师发挥了积极作用。     

谈中学历史新课改背景下史料教学的加强

中学历史新一轮课程改革推行之后,无论从这一过程中提出的诸多能力要求,还是从新课改导致的种种新型教育理念、教学模式的引入来看,对于中学历史从教者史料处理能力的要求不是降低,而是相应提高了。作为直接培养师范生史料教学技能的高师文选课程,在中学历史新课改全面施行背景之下,其教学侧重点仍应放在着力培养学生的史料运用能力上。     

本科小学教育专业人才培养模式探析

本科小学教育专业培养模式主要有综合型、分科型和介于二者之间的中间型模式。它们各有特点。现行小学教育专业定位反映了人们对该专业的基本认知和对未来发展的预期。但是结合小学教师的专业属性分析,小学教师具有教育专业性强、教师职业性强的特点,因而本科小学教育专业的培养目标应当是“高等应用型人才”。小教专业要引进职业教育理念,创立以“教育教学能力”为本位、“教育实践导向”的课程设置、模块化课程结构的小学教育专业本科人才培养模式。     

Study of Turkish Preschool Teachers’ Attitudes toward Science Teaching

This study aims to explore preschool teachers’ attitudes toward science teaching and its impact on classroom practices through the frequency of science activities provided in the classroom. In addition, the study investigates if their attitudes are related to factors such as educational level, years of teaching experience, and the school type they work in. The present research was conducted with 292 preschool teachers who work in public and private schools in different districts of Ankara, Turkey. The data were collected by administering the Early Childhood Teachers’ Attitudes toward Science Teaching Scale. Our analyses indicate that there is a significant but weak link between preschool teachers’ attitudes toward science teaching and the frequency of science activities that they provide in the classroom. Further, while teachers’ characteristics such as educational level and experience are found to play an insignificant role on the overall measures of the scale, type of school appears to be a major factor in explaining the attitudes toward science teaching.     

History and philosophy of science in physics education

Physics education in the Danish upper secondary school system has undergone a major reform, starting in August 1988. The earlier science‐centred physics curriculum has given way to a presentation of physics as a human activity, one way of obtaining this aim being through a compulsory introduction to elements of the history and philosophy of science. Following a brief presentation of the main reasons for including the historical‐philosophical dimension in physics teaching, this article describes how this dimension‐‐which was unfamiliar to most physics teachers‐‐was implemented in daily teaching practice. The implementation took place in three steps: (1) the development of a comprehensive teachers’ guide, (2) a nationwide in‐service teacher training programme, and (3) the publication of a number of students’ books written according to the guidelines of the committee responsible for all aspects of the implementation programme.     

有效促进学生能力发展的小学科学教学方式实验设计

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。     

UCS-PROMOVE: The engineer of the future

The Universidade de Caxias do Sul (UCS) elaborated the cooperative project called ‘The engineer of the future’, with the objective of promoting science and engineering among high school teachers and students. This project aims to improve the quality of the teaching and to increase the interest of students in technological areas, leading to a future career in engineering. The activities of this project were planned to give meaning and foundation to the teaching–learning process of science and for the application of theory in the solution of real problems, while articulating scientific, economic, environmental, social and political aspects and also to reinforce the important role of engineering in society. Amongst the activities to be offered to high school teachers and students are a specialisation course for teachers based upon new educational methodologies, workshops in different areas of science and technology, a programme entitled ‘Encouraging girls in technology, science and engineering’, science fairs and visits to the industries of the region. Activities with the engineering instructors of UCS are also being developed in order to help them to incorporate in their classes more effective pedagogical strategies for educating the engineer-to-be.     

Oral History,American Teachers and a Social History of Schooling: an emerging agenda

This study provides an overview of how oral history has enriched twentieth century American educational history. Hopefully it will provide a framework to analyse the historical and social context of schooling in other settings. First, it focuses on teachers’ lives, stressing the primary role of gender in ‘selecting’ teaching as an occupation, and briefly examines the impact of teacher training. Second, it relates classroom experiences, such as daily routines, ideological conformity, racial segregation and scientific management, through instructors’ eyes in an effort to reconstruct teacher and classroom culture. Third, it touches on how teachers’ lives and work intersected, revealing the complex experiences and conflicts of female instructors. This study relies on a synthetic approach and taps urban, small town and rural experiences through a comprehensive oral history review—by no means exhaustive but certainly illustrative. It couples this with some original research. Finally, in an attempt to convey a social history of American schooling, this analysis, as much as possible, allows teachers to speak for themselves.     

专注高品质师资培育:多伦多大学MT项目探析

教学硕士(MT)项目是多伦多大学安大略教育研究院教师教育硕士项目,旨在培养杰出的中小学教师及教育行业的卓越领导者。MT项目构建运行非常具有特色,结合了教学硕士学位与中小学教师认证,社群协作的学习模式,满足未来教学需要的特色课程,穿插模块式的教学实习,原创性小规模的课题研究。安大略教育研究院的MT项目与我国教育硕士专业学位研究生培养有很多相似之处,探讨MT项目运行情况,可以为我国完善教育硕士专业学位研究生培养获得一些思考与借鉴。     

河北省农村中小学教师教育科研现状调查与对策研究——以“国培计划”河北省农村中小学教师置换脱产研修项目为例

教育科研素质是中小学教师的重要素质之一,提高其科研认识和科研能力应作为中小学教师培训的重要内容对待。调查发现,农村中小学教师有进行科研的意识和愿望,但缺乏相应的能力和习惯。在培训过程中,要充分了解培训对象的科研现状,找准其科研定位,进行分层教学,因需设课;以研修日志为突破口培养其总结反思习惯;从分析教育现象入手,培养其科研能力;通过任务驱动和政策扶持等措施增强培训实效,切实达到提高培训对象科研能力,促进农村基础教育发展的目的。     

论高师在中小学教师继续教育中的优势

对中小学教师继续教育，是科学知识发展的需要，是实施素质教育的需要，也是教师人事制度改革和发展的需要，高师有优秀的教师队伍，有先进的教育理论和科研基础，有现代化教学设备和技术，高师在中小学教师培训中具有重要的地位。     

疫情防控下中小学教师在线教学与在线培训分析

疫情防控下,广大师生面临"停课不停学"的新考验,而超大规模开展在线教学从多方面给中小学教师带来了巨大挑战。为了解中小学教师在线教学的现状及其对在线培训的需求,文章面向23个省市地区的中小学教师进行了网络问卷调查,并对收集的15438份有效问卷进行了整理分析,重点分析了疫情防控下中小学教师对在线教学的态度、准备情况、平台使用和效果预期等,以及中小学教师对在线培训的具体需求。在调查分析的基础上,文章针对中小学教师在线培训提出了相关建议。通过在线培训提升中小学教师的在线教学能力,不仅仅是疫情防控下的权宜之计,也将是提高教师信息素养、促进教育信息化长远发展的重要途径。     

University-School Partnership in China: Teachers’ Personal Factors,Working Conditions,and Principal Leadership That Explain Their Development in Teaching

In China, the university-school partnership (USP) is a community of continuous professional development (PD) for teachers, involving teacher educators who visit schools. This study explores teachers’ personal factors, school working conditions, and principal leadership in order to explain differences in teachers’ learning when they have participated in the training program. Using a one-group pretest-posttest design, 375 teachers from 12 primary schools in Shanghai participated. Their learning performances are measured by changes in their teaching quality as evaluated by their students. Results of regression analyses show that teachers generally receive higher scores on teaching quality after the program than before. Three factors are significantly and negatively related to the changes in quality: teachers’ educational level, the extent to which teachers feel emotional pressure in their profession, and the support from their school principal. Implications for school leaders and policymakers are discussed.     

初等教育教师脑科学素养状况与对策

采用问卷调查的方法,对四川省某三个市区范围内的部分初等教育教师脑科学素养水平进行了调查与分析。结果表明,被调查教师对脑基本结构与功能知识掌握程度不够;对目前脑科学研究所采用的主要技术手段和主要成果了解甚少;对基于脑的教育原理的认识主要受大众传媒的影响;缺乏对基于脑的教学原理运用于教育实践的行为意识和能力水平。最后,针对初等教育教师脑科学素养水平总体比较低下的状况,从以下三方面提出了相应的对策与建议：①重视初等教育教师脑科学素养的职前和在职培训;②采取必要的激励措施,充分调动初等教育教师学习脑科学的积极性;③通过教育理论工作者与初等教育教师的有效沟通,共同探索基于脑的教育研究工作。     

STEM课程校本开发的国际经验与启示

在STEM教育起步阶段,课程选择是教学实践的首要问题。通过文献分析发现,“国家或地方非营利性组织机构”提供的支持或指导型STEM课程、“第三方机构”提供的直接交付型STEM课程以及学校自主开发或与其它组织合作开发的校本开发型STEM课程构成了STEM课程可选择的三种类型。其中,兼具“学生发展立场-学校改革创新-教师专业实践”多重内涵的“校本开发型STEM课程”是办学主体实践智慧的凝结。国际上主要从教育决策、学校发展定位、教师专业发展、课程开发方法和策略等四个方面展开STEM课程校本开发的研究和实践。STEM课程校本开发的国际经验为我国STEM教育起步和发展提供了有益借鉴。     

How can we Teach History through Television?

This article contrasts the often ambivalent attitudes of teachers towards television and generalised research on teachers’ uses of television, with detailed empirical evidence from primary school history co‐ordinators describing their reactions to and expectations of the medium. The data describes a wide variety of reasons why television is educationally useful in the teaching and learning of history. The argument is articulated that teachers and children can be sophisticated viewers of televisual schools history, offering useful guidelines for programme makers; but that teacher conservatism and lack of advisory support for teachers’ deployment of the medium may be hindering its educational effectiveness.     

Using a Professional Development Program for Enhancing Chilean Biology Teachers’ Understanding of Nature of Science (NOS) and Their Perceptions About Using History of Science to Teach NOS

A number of authors have recognized the importance of understanding the nature of science (NOS) for scientific literacy. Different instructional strategies such as decontextualized, hands-on inquiry, and history of science (HOS) activities have been proposed for teaching NOS. This article seeks to understand the contribution of HOS in enhancing biology teachers’ understanding of NOS, and their perceptions about using HOS to teach NOS. These teachers (N = 8), enrolled in a professional development program in Chile are, according to the national curriculum, expected to teach NOS, but have no specific NOS and HOS training. Teachers’ views of NOS were assessed using the VNOS-D+ questionnaire at the beginning and at the end of two modules about science instruction and NOS. Both the pre- and the post-test were accompanied by interviews, and in the second session we collected information about teachers’ perceptions of which interventions had been more significant in changing their views on NOS. Finally, the teachers also had to prepare a lesson plan for teaching NOS that included HOS. Some of the most important study results were: significant improvements were observed in teachers’ understanding of NOS, although they assigned different levels of importance to HOS in these improvements; and although the teachers improved their understanding of NOS, most had difficulties in planning lessons about NOS and articulating historical episodes that incorporated NOS. The relationship between teachers’ improved understanding of NOS and their instructional NOS skills is also discussed.     

‘You Have to Give Them Some Science Facts’: Primary Student Teachers’ Early Negotiations of Teacher Identities in the Intersections of Discourses About Science Teaching and About Primary Teaching

In the broadest sense, the goal for primary science teacher education could be described as preparing these teachers to teach for scientific literacy. Our starting point is that making such science teaching accessible and desirable for future primary science teachers is dependent not only on their science knowledge and self-confidence, but also on a whole range of interrelated sociocultural factors. This paper aims to explore how intersections between different Discourses about primary teaching and about science teaching are evidenced in primary school student teachers’ talk about becoming teachers. The study is founded in a conceptualisation of learning as a process of social participation. The conceptual framework is crafted around two key concepts: Discourse (Gee 2005) and identity (Paechter, Women’s Studies International Forum, 26(1):69–77, 2007). Empirically, the paper utilises semi-structured interviews with 11 primary student teachers enrolled in a 1-year Postgraduate Certificate of Education course. The analysis draws on five previously identified teacher Discourses: ‘Teaching science through inquiry’, ‘Traditional science teacher’, ‘Traditional primary teacher’, ‘Teacher as classroom authority’, and ‘Primary teacher as a role model’ (Danielsson and Warwick, International Journal of Science Education, 2013). It explores how the student teachers, at an early stage in their course, are starting to intersect these Discourses to negotiate their emerging identities as primary science teachers.     

Exploring Secondary Science Teachers' Perceptions on the Goals of Earth Science Education in Taiwan

The educational reform movement since the 1990s has led the secondary earth science curriculum in Taiwan into a stage of reshaping. The present study investigated secondary earth science teachers' perceptions on the Goals of Earth Science Education (GESE). The GESE should express the statements of philosophy and purpose toward which educators direct their attention, and provide the visions or broad aims that earth science education is designed to achieve. Based on this rationale, the purpose of this study was to explore teachers' perceptions on the GESE at secondary school level (Grades 7–12) in Taiwan. A national survey of 1,000 earth science teachers was conducted in May 2004, with a response rate of 70.2%. The results revealed that ‘Students acquire basic earth science concepts’ is the most important GESE both in teachers' preferred goal and their actual teaching practice in the secondary earth science education; that there is a major gap between teachers' preferred and actual GESE in terms of ‘Preparing students for the entrance examinations’; and that the differences between teachers' preferred and actual GESE are contingent on the teachers' age, the school size, and the teacher education background of teachers.     

小议小学语文教学中对学生的审美教育

语文作为小学教学中的基础课程之一,是构建学生知识框架的关键,也是培养学生语言能力的重要课程。因此,在小学语文教学中,教师应该创新教学方法,提高学生对语文课程学习的兴趣。新时期,小学语文教学改革要求教师在教授学生知识的同时,还要注意培养学生的审美能力,使学生在树立健康的审美观念基础上,养成良好的生活习惯,为未来的生活与学习打基础。本文主要针对小学语文教学,探讨学生审美教育的几点教学策略。