普通高中物理课程改革的研究报告

由于学科课程目标的“划一化” ,使学生的个体差异问题得不到解决 ,学生的认知、情感 ,知识和能力的协调发展难以实现 ,本文着眼于物理学科课程结构改革 ,进行物理学科的分层次教学 ,使不同层次的学生都得到良好的发展     

新课程改革中语文教师的重新定位

新的教育与教学方法在不断探索和实践,教师以自己真诚的、完整的人格面对学生,学生在和谐融洽的师生关系中增长学识,洞悉真理,感悟人生,形成了师生的平等的交流.语文教师的特殊性要求教师不但有渊博的学识经验和人生阅历,能够给学生以指导.随着新课程改革的不断深入,语文教师需要重新确定自己的定位,使自己的教学向着最有利于学生发展的方向进行.     

Remaking the professional teacher: authority and curriculum reform

Globally, national curriculum policies are up for renegotiation. These negotiations are shaped by international and national top-down accountability regimes, and an increasing turn towards curriculum centralization and standardization. The new Australian Curriculum (AC) is no exception. The AC is an important educational policy event, one in which understandings about teacher professional authority is being redefined. In this paper, we examine how judgements about teachers’ professional authority are used to defend, promote and explain the AC. Drawing on an analysis of policy documents and interviews with high-level policy-makers, we argue that the AC is opening space in the policy field to reposition teachers’ work by promoting a view of teachers’ professional authority as constrained and defined through the written curriculum documentation.     

中小学教师新课程改革倦怠心理透视

由于对新课程的批判存在偏颇,新课程改革对教师专业发展提出了更高的要求,改革与教师所处的现实存在着种种矛盾,改革的效益短时期内不能出现,改革存在瑕疵等原因,中小学教师新课程改革倦怠心理较为严重。这种现象将严重影响到新课程改革的深入,必须从建立社会支持系统、改进学校管理、提高教师自身素质等方面来加以预防和化解。     

How principals promote and understand teacher development under curriculum reform in China

On-going curriculum reform in China demands that teachers and principals shift their norms of practice to facilitate student learning. Principals are expected to take a more hands-on approach and work more collaboratively with teachers towards curriculum change. This paper presents case studies of how principals in three different schools in Shanghai shaped teacher development activities which built teacher understanding and capacity to meet the requirements of the curriculum reform. The analysis provides insights into how principals proactively promoted teacher development and identifies some of possible gaps in their strategies. Implications are drawn about the relationships between curriculum reform, school leadership and teacher development.     

Professional identities and emotions of teachers in the context of curriculum reform: a Chinese perspective

This study explores the changing professional identities of teachers and their emotional experiences during curriculum reform in Shenzhen in the southern part of China. A qualitative approach to research was adopted. Findings reveal that the informants display several teaching behaviours and diverse emotions ranging from pain and helplessness, fulfilment and anxiety, and other mixed emotions. The three types of influential factors that influence teachers' professional identities are also discussed in this study.     

浅谈新课标下物理实验教学方法的改进

论述高中新课程背景下教师在教学角色、观念、方法、现代仪器使用等方面应做的改变。     

A sociocultural analysis of mandated curriculum change: the implementation of a new senior physics curriculum in New Zealand schools

We analyse the implementation of a new New Zealand physics curriculum from a socio‐cultural perspective. We explore the development of the curriculum document and examine the obstacles to its implementation. Change was compromised by the lack of any intersubjective linkage between teachers and the curriculum designers. The teachers’ own community of practice was most influential in how implementation occurred.

Curriculum change processes and discourses must be made transparent so that teachers can have a framework for ‘dereification’ of a curriculum document into their classroom practices. Without planning for teachers’ participation in the negotiation of curriculum meanings, curriculum developers themselves become marginalized, and the cultural objects they have developed will be adopted in unanticipated ways.     

Core competences and scientific literacy: the recent reform of the school science curriculum in China

ABSTRACT

China initiated a new round of science curriculum reform in 2017. Using the tripartite curriculum framework (including policy, programmatic, and classroom curriculum), we introduce and analyse China’s policy curriculum and programmatic curriculum for science in primary school and senior high school, and describe the potential problems hindering the translation of these curricula into the classroom curriculum. We first identify the multiple aims of different stakeholders in science education, some of which influence the science policy curriculum. Then, we present the major changes in how the programmatic curriculum meets the policy curriculum. However, due to extracurricular factors, the current science curriculum reform may not unfold as expected. We end with a discussion of the three major characteristics of the revision process of science curriculum standards in China, some of which might inform the global community of science education.     

教师职业素质结构与高师课程改革

现代社会对教师的素质提出了更高的要求,如何使高师课程的设置与教师职业素质的培养有机地结合起来,成为高师课程改革应重点探讨的问题。     

新课程背景下的高师院校教师教育改革

为基础教育培养高质量师资,是高师院校生存和发展的立足点和生长点。基础教育新课程改革给高师院校提出了前所未有的挑战,而高师院校教师教育课程几十年来变化不大,教学内容与基础教育脱节,教学理念落后,教学方法陈旧,高师院校培养的准教师不能完全适应基础教育新课改的需要。为此,高师院校应更新教育观念,优化教师教育课程结构,改革教师培养模式,加强与基础教育的合作与联系,形成教师职前培养与职后培训一体化的教师教育新体系,以彰显高师院校教师教育特色。     

新课程改革中教师培训的困惑与反思

新课程目标向教师提出了在基础教育阶段全面实施素质教育的实质性内容和具体要求。加强教师培训,是新课程实施的重要环节。在教师培训中,应及时对传统培训观念、教学过程、组织和培训方式进行反思,以适应新一轮课程改革的要求。     

Time for curriculum reform: the case of mathematics

Mathematics education is rarely out of the policy spotlight in England. Over the last 10 years, considerable attention has been given to improving 14–19 mathematics curriculum pathways. In this paper we consider some of the challenges of enacting curriculum change by drawing upon evidence from our evaluation of the Mathematics Pathways Project (MPP). From 2004 to 2010 this project, which was directed by England's Qualifications and Curriculum Authority, aimed to improve the engagement, attainment and participation rates of 14- to 19-year-old learners of mathematics. Our particular focus is upon the temporal problems of piloting new curriculum and assessment and we draw on Lemke's discussion of timescales, heterochrony and the adiabatic principle to consider the interlocking and interference of various change processes.     

新课改背景下高师中文教育的思考

基础教育课程改革的进行不仅给广大中小学教师带来新的挑战与机遇，对高等师范教育也带来新的冲击与要求。本文在新课改课程背景下审视了高师中文专业教育的现状，在此基础上提出：在培养未来语文教师的过程中，高等师范院校中文教育应该调整专业知识结构，拓展学生的知识范围，针对未来工作对象，培养师范生的多种能力。     

引入物理学史知识有助于物理学新课程目标的实现

结合当前实施的新课程目标,论述了加强物理学史的教学能促进学生的发展,有助于新课程目标的实现。     

教育观念创新是教育实践拓展的先导--论新课程改革与教师教育观念

新课程改革要顺利地实施,转变教师教育观念是关键性的前提。新课程要求教师对课程、教学和学生重新进行反思和理解,并树立适应新课程改革的课程观、教学观和学生观。     

课改带动科研科研促进课改--简谈教师与课改同步成长

本文简述了小学语文课改过程中的科研活动的定位、指导思想和原则 ,并指明了教师作为研究者的角色地位。     

新课改背景下的优秀教师特征研究综述

优秀教师是＂专家型教师＂、＂胜任教师＂、＂受欢迎教师＂、＂理想教师＂的统称。新课改背景下的优秀教师特征研究在研究方法、研究内容、研究结果等方面呈现出各种不同特点。今后的研究还应该重视概念的一致性,方法的多样性,内容的广泛性,标准的实用性。     

高中新课改实验教师网络远程培训案例探究

以2010年贵州省普通高中课改实验教师远程培训项目为研究案例,深入分析了教师网络远程培训的优势和存在的问题,提出了在新课改背景下开展教师网络远程培训的建议。     

新课改视角下的语文教师素质

新课改将使我国基础教育教学发生历史性的变革。面对新的变化,语文教师要胜任新角色,必须具有现代教育思想和改革创新意识,较高的专业化素质、深厚的文化底蕴、超凡的科研能力、强烈的成就动机和崇高的职业境界。