谈小学科学实验课教学现状及对策

义务教育科学课程中的科学实验课对培养学生的科学素质至关重要,但是有些学校面临资源匮乏、教师专业水平不足等困难,导致实验课教学现状不理想。文章从现状分析、存在问题、解决对策等方面入手,提出了增加实验设施、改进教学、提高教师素质和创新教学法等建议,旨在提升小学科学实验课的质量,有效培养学生的科学素养。     

小学科学教师专业素质培养研究

新课程标准改革提出了许多新的理念和要求,适当的调整小学科学的教学内容,同时对小学科学教师的专业素养提出了更高的要求。本文首先阐述了小学科学教师需要具备的三个专业内涵,并且对如何提高小学科学教师专业素质进行了探讨。     

试论小学科学教师培养的多样化

我国小学科学教师主要由科学教育专业和小学教育专业科学方向培养,在专业挂靠院系、课程设置、教材使用等层次上呈多样化态势,这是全民科学素养问题受到重视的体现,也是高等教育改革和小学科学课程实施现状的必然产物。针对目前小学科学教师培养呈多样化的客观现实,从不同层面入手,提出了培养高质量小学科学教师的建议。     

小学教师专业素质结构探析

当前要全面、科学地实现小学教师专业素质的整体架构和实践提升,还需要准确界定小学教师专业素质的概念,科学确立其结构。小学教师专业素质是指小学教师经过系统的教师教育,在小学教育活动中获得并保证小学教育活动顺利开展的素质。根据社会时代发展求、小学教育发展特点和小学儿童发展特点,小学教师专业素质的结构可以确立为专业精神、专业知识、专业能力和专业技能四个基本方面,且四个基本方面的具体内容随着小学教师专业的成长而日益丰富、完善。     

关于哈尔滨市部分小学语文教师教学素质的调查报告

教师素质向来是教育研究的重要内容,为了更好地了解小学语文教师的教学素质,笔者通过对哈尔滨市五所小学的部分教师做问卷调查、数据整理,分析了关于小学语文教师教学素质方面的一些现状,包括教师对教学素质的认识理解、教师教学技能情况和教师专业发展情况,并提出值得重视的问题,希望寻求解决的办法,以提高小学语文教师的教学素质,促进小学语文教学的发展。     

小学科学教材与教学现状及对策

新课程改革以来,小学科学教材实验和教学实施情况是小学科学教师关注的热点问题。为了解小学科学教材与教学的现状,我们进行了一次较大规模的问卷调查。调查表明,小学科学教材和教学的现状与培养创新人才、大力提高未成年人科学素质的要求还有一定的差距。小学科学教育还需在课程教材建设、课程资源建设和教师培养与培训等方面加强研究与投入。     

加强小学英语师资培训,提高教师综合素质

本文针对小学英语教师专业发展现状,以及小学英语新课改对教师提出的要求、分析小学英语教师目前所存在的问题,并提出有针对性和实效性的教师培训策略,意在提高教师综合素质。     

小学英语教师专业素质评价:构成要素及评价策略

小学英语教师专业素质评价,包括专业知识评价、专业能力评价和专业情意的评价三个部分。本文在准确把握小学英语教师专业素质评价构成要素的基础之上,提出了小学英语教师专业素质评价的三种策略:复合性教师评价、区分性教师评价和平行发展性教师评价。     

论小学教育专业本科生专业素质结构

本科小学教育专业,要培养能够适应和引领小学教育改革和发展的具有专业化素质的小学教师。针对小学教育的特点、教师专业化要求以及课程改革发展需要,小学教育专业本科生所应具备的人才素质结构应该由教师专业理念、教师专业道德、教师专业智能、教师专业智慧、教师专业人格组成。     

南疆少数民族双语教师培训模式初探——以“小学科学”专业为例

科学双语教育对提高边疆农村地区的科学素质乃至综合素质具有不可替代的作用。加强小学科学双语教师培训,为基层学校培养一批强大的师资队伍,实现各民族团结进步、共同繁荣发展,具有十分重要的意义。根据边疆农村地区双语教师培训实践讲述新疆双语教师培训的进程、模式的构成、小学科学双语教师培训方案及小学科学双语教师培训现状,找出存在的问题,并对如何提高培训质量提出建议。     

Effects of Integrating Hypermedia into Elementary Science Professional Development on Science Content Knowledge

Past research has indicated that a number of problems in the teaching of science in elementary classrooms are rooted in the preparation of inservice teachers. One continuing concern is elementary teachers' lack of science content knowledge. As indicated by numerous research studies reporting positive results, one method of addressing these problems is through inservice teacher professional development workshops. While improved content knowledge has been reported as a positive result of professional development workshops, elementary science workshops have not resulted in the same success levels as other subject areas. One method of addressing some of the deficiencies in elementary science professional development workshops is with the integration of hypermedia into the professional development environment. This study examined whether the integration of hypermedia into elementary science professional development workshops resulted in greater increases in the science content knowledge of elementary teachers of science than traditional methods of elementary science professional development workshops. Workshops that integrated hypermedia into the professional development environment resulted in a significant increase in inservice elementary teachers' science content knowledge, when compared to the control group. However, when compared to the experimental group that participated in workshops without hypermedia, however, there was no significant difference in increases of science content knowledge. Implications of these outcomes are discussed.     

How learning to become a teacher-researcher prepared an educator to do science inquiry with elementary grade students

This autobiographical case study describes the development of the practices and perspectives of one elementary school teacher as she engaged in teacher-as-researcher methodology in both urban and suburban settings. Re-visiting a collection of teacher journals, transcribed audiotapes, student work samples, parent communications, and artifacts in teacher and student portfolios identifies multiple outcomes of this reflective and reflexive professional stance. The case study documents how teacher-as-researcher engagements provided the framework for an elementary teacher to begin to explore science inquiry within an elementary school setting. This autobiographical tale documents how teacher-as-researcher practices enabled students, parents, and educators to become co-learners, co-teachers, and co-researchers in science education and the science of education.     

试论民初乡村小学教师的社会地位——以20世纪30年代四川为例

经济收入、社会权益和职业声望是衡量一种职业的社会地位的主要标准。以20世纪30年代的四川乡村小学教师而言,其经济收入菲薄,福利待遇低下,职业岗位得不到保障,社会声望不及塾师,严重影响了小学教师的社会形象和从教积极性,进而影响到国民教育的普及与质量提高。     

Teaching nature of science through inquiry: Results of a 3‐year professional development program

This study assessed the influence of a 3‐year professional development program on elementary teachers' views of nature of science (NOS), instructional practice to promote students' appropriate NOS views, and the influence of participants' instruction on elementary student NOS views. Using the VNOS‐B and associated interviews the researchers tracked the changes in NOS views of teacher participants throughout the professional development program. The teachers participated in explicit–reflective activities, embedded in a program that emphasized scientific inquiry and inquiry‐based instruction, to help them improve their own elementary students' views of NOS. Elementary students were interviewed using the VNOS‐D to track changes in their NOS views, using classroom observations to note teacher influences on student ideas. Analysis of the VNOS‐B and VNOS‐D showed that teachers and most grades of elementary students showed positive changes in their views of NOS. The teachers also improved in their science pedagogy, as evidenced by analysis of their teaching. Implications for teacher professional development programs are made. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 653–680, 2007     

Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons

Elementary teachers face increasing demands to engage children in authentic science process and argument while simultaneously preparing them with knowledge of science facts, vocabulary, and concepts. This reform is particularly challenging due to concerns that elementary teachers lack adequate science background to teach science accurately. This study examined 81 in-classroom inquiry science lessons for preservice education majors and their cooperating teachers to determine the accuracy of the science content delivered in elementary classrooms. Our results showed that 74 % of experienced teachers and 50 % of student teachers presented science lessons with greater than 90 % accuracy. Eleven of the 81 lessons (9 preservice, 2 cooperating teachers) failed to deliver accurate science content to the class. Science content accuracy was highly correlated with the use of kit-based resources supported with professional development, a preference for teaching science, and grade level. There was no correlation between the accuracy of science content and some common measures of teacher content knowledge (i.e., number of college science courses, science grades, or scores on a general science content test). Our study concluded that when provided with high quality curricular materials and targeted professional development, elementary teachers learn needed science content and present it accurately to their students.     

Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-service Teacher Preparation Intervention

This paper present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. To study the project’s impact on student learning, we administered a pre and post assessment to students (N = 191) of nine first year elementary teachers (grades 3 through 6) who experienced the intervention and who taught a common science unit. Preliminary results indicate that (1) student learning improved across all categories (science concepts, writing, and vocabulary)—although the effect varied by category, and (2) English Language Learner (ELL) learning gains were on par with non-ELLs, with differences across proficiency levels for vocabulary gain scores. These results warrant further analyses to understand the extent to which the intervention improved teacher practice and student learning. This study confirms the findings of previous research that the integration of science language and literacy practices can improve ELL achievement in science concepts, writing and vocabulary. In addition, the study indicates that it is possible to begin to link the practices taught in pre-service teacher preparation to novice teacher practice and student learning outcomes.     

Bridging professional teacher knowledge for science and literary integration via design-based research

We offer insights for using design-based research (DBR) as a model for constructing professional development that supports curriculum and instructional knowledge regarding science and literacy integration. We spotlight experiences in the DBR process from data collected from a sample of four elementary teachers. Findings from interviews, focus groups and researcher field notes elucidated: the value in establishing a collaborative foundation for professional discourse, the teacher participants developing nascent knowledge of curricular integration in science and literacy, and their apprehensions about using digital technology to support their professional development. Implications are presented for professional development facilitators and researchers using DBR as an innovative approach for teacher development.     

基于"专业标准"的教师教育:澳大利亚的实践与启示

澳大利亚以＂教师专业标准＂为基础的教师教育实践,对我国教师教育具有重要的借鉴价值：建立和出台我国教师专业标准框架,为教师资格制度、教师培养与培训、教师管理与评价提供依据,奠定基础;研制中小学教师培养机构的资质标准和培养课程标准;建立教师培养的认证评估制度;对小学教师实行综合化培养;改革和完善我国教师资格证书制度;建立国家教师培训的指导性规范。     

Developing a Reform-Minded Science Teaching Identity: The Role of Informal Science Environments

Recommendations for reform in science education around the world set high goals for beginning elementary teachers. Concurrently, existing literature indicates a number of challenges that beginning elementary teachers face. In this paper an argument is put forward about the integration of informal science environments in elementary teacher preparation, as a means for supporting beginning elementary teachers develop reform-minded science teaching identities. Essentially, the purpose of this paper is to explore the links between teacher identity, reform recommendations, and informal science environments. In doing so, a discussion of the theoretical construct of teacher identity in conjunction with reform recommendations is offered, followed by a summary of existing literature about the challenges that beginning elementary teachers face. Subsequently, the advantages and unique opportunities that informal science environments offer for teacher learning and development are discussed through a review of related literature. Following this review, a set of theoretical and methodological limitations of existing literature are identified. Based on these limitations, a research agenda is framed to address the theoretical, methodological and research implications that the idea of integrating informal science environments and approaches to elementary teacher preparation holds.     

Professional Learning of K-6 Teachers in Science Through Collaborative Action Research: An Activity Theory Analysis

Primary/elementary teachers are uniquely positioned in terms of their need for ongoing, science-focused professional development. They are usually generalists, having limited preparation for teaching science, and often do not feel prepared or comfortable in teaching science. In this case study, CHAT or cultural–historical activity theory is used as a lens to examine primary/elementary teachers’ activity system as they engaged in a teacher-driven professional development initiative. Teachers engaged in collaborative action research to change their practice, with the objective of making their science teaching more engaging and hands-on for students. A range of qualitative methods and sources such as teacher interviews and reflections, teacher-created artifacts, and researcher observational notes were adopted to gain insight into teacher learning. Outcomes report on how the teachers’ activity system changed as they participated in two cycles of collaborative action research and how the contradictions that arose in their activity system became sources of professional growth. Furthermore, this research shows how the framework of activity theory may be used to garner insight into the activity and learning of teachers as both their professional activities and the context change over time.