科学探究活动目标确立中的问题及解决对策

幼儿教师在确立科学探究活动目标时存在诸多问题,主要原因在于幼儿教师对能力方法目标和情感态度目标认识模糊、对科学探究活动中的核心科学概念缺乏真正理解.基于此,本文以实际案例为基础,探讨了幼儿教师在确立科学探究活动目标时应该注意的问题及其方法与策略.     

Preservice Science Teachers' Perceptions of Their Practicum Classrooms

Practicum experiences in schools are highly valued in science teacher education programs. Yet, there are few studies examining secondary preservice science teachers' practicum classrooms. This mixed-methods study explored secondary preservice science teachers' perceptions of their practicum classroom learning environments, interpreted from an open-ended survey questionnaire, as well as from an adapted version of the Constructivist Learning Environment Survey (CLES; Taylor, Fraser, & Fisher, 1997). Twenty-two preservice teachers within secondary science methods courses volunteered to complete the survey. Qualitative survey findings were corroborated by quantitative results from the CLES survey. Overall, the preservice teachers perceived their practicum classrooms to incorporate some constructivist learning environment factors, but the critical constructivist perspective underpinning the survey was not found. Additionally, innovative practices cogent with these practices were not supported by most of their co-operating teachers. Implications of how preservice education programs can better support prospective science teachers' views and practices during practicum are discussed.     

Teachers' Perceptions of Discipline Problems in a Jordanian Secondary School

Teachers in a large, all-male urban school in Jordan were interviewed about their perceptions of the most frequently occurring student misbehaviour. It was hoped to be able to identify the causes of such 'disruption' to teaching and learning in the school. Teachers spontaneously identified eight forms of student misbehaviour, which reflected clearly different kinds of interference with the teacher's authority. Teachers showed great awareness of the constraints which operate in the school context, which in turn affect their means of managing discipline in the classroom. Though this study was undertaken in a context which is significantly different from England, it is interesting that the issues these teachers saw themselves confronted with were not significantly different from those reported in this country. The conclusions that the researchers draw from their data have relevance beyond the specific context in which this study was undertaken.     

台湾中等职业教育现状研究

台湾的中职教育是其教育体系中重要的组成部分,目标是培养基层技能应用型人才。其中职教育具有如下特点:师资素质高,普遍敬业、乐群,专业水平较高;课程以务实致用为原则,强化对专业技术能力的培养;教育经费投入量大,占G D P比例超过一些发达国家,实训设备精良;职教普教层次完善且左右沟通,教育政策法规完备;中职教育升学渠道畅通,就业率低。     

教师继续教育的有效性策略探索

教师继续教育是一个动态的自组织系统,包括条件保障系统、方向定位系统、主体投入系统、动力运行系统和督导评价系统五个子系统。为增强整个系统运行的有效性,在探索教师继续教育系统运转现状的基础上,分别从五个子系统角度探讨了继续教育的有效性策略,即教育政策与教育资源完善,增强条件保障系统的完备性与实用性;专业发展与自我成长指引,增强方向定位系统的导向性与准确性;教育理论与实践经验并重,增强动力运行系统的实效性与多元性;花费时间与投入精力适当,增强主体投入系统的充分性与灵活性;监控手段与激励机制合理,增强督导评价系统的客观性与激励性。     

Jordanian Preservice Primary Teachers' Perceptions of Mentoring in Science Teaching

Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these pertain to science teaching. The Mentoring for Effective Primary Science Teaching instrument was administered to 147 senior preservice primary teachers in a university in Jordan. The results indicated that the greater majority of participants did not experience effective mentoring toward creating a supportive and reflexive environment that would bolster their confidence in teaching science; further their understanding of primary science curriculum, and associated aims and school policies; help with developing their pedagogical knowledge; and/or furnish them with specific and targeted feedback and guidance to help improve their science teaching. Substantially more participants indicated that their mentors modeled what they perceived to be effective science teaching. The study argues for the need for science-specific mentoring for preservice primary teachers, and suggests a possible pathway for achieving such a model starting with those in-service primary teachers—much like those identified by participants in the present study—who are already effective in their science teaching.     

Secondary Science Teachers' Responses to Student Questions

Journal of Science Teacher Education -     

Bumps in the Road: Exploring Teachers' Perceptions of Student Stress and Coping

Among the most visible advocates for children is the elementary school teacher, who plays a crucial role in helping students identify and cope adaptively with stress. For teachers to perform this role successfully, there must be greater understanding of their perceptions of student stress, coping, and teacher-guided approaches for support. Using a social constructivist paradigm, this study explored the perspectives of eight teachers (grades 3-5) from two schools in the southwestern United States. By integrating phenomenology (qualitative) with a modified Q-sort design (quantitative), results show the influences of high-stakes testing and peer conflict as widely discussed in the eyes of teachers. Although experienced teachers appeared confident in their abilities to communicate with children about stress and to generate recommendations for improved day-to-day classroom practice, they also appeared frustrated by the systemic pressures which they perceived as negatively affecting young people. The identified stressors, methods of coping, and recommendations can be used by teachers and other educational practitioners (such as school psychologists and counselors) to facilitate dialogue around children's wellbeing for their school and community.     

教师终身教育体制的建构

进入本世纪以来,在终身教育的影响下,国际教师教育进入了一个新的发展阶段,教师教育不再局限于师范生的培养,教师职后培训也不是指教师一般意义上的进修提高,而是一个对教师进行一系列系统培养的、时间延续到教师职业生涯甚至是一生生活的全过程的“终身教育”。本文试图在说明教师教育终身化的必然性的基础上,分析了我国教师教育现存的问题,据此探讨了我国教师终身教育体制的建构。     

A Comparison of Elementary,Secondary and Student Teachers' Perceptions and Practices Related to History of Science Instruction

Snow (1959) has long argued the gap between `two cultures' – those of the scientific world and those who are engaged inhumanities professions. Thesetwo cultures apparently are still segregated due to the lack of understanding, and often result in misrepresentations of each other. As science becomes increasingly more specialized and fragmented, the history of science has been proposedas a science instructional approach to provide students a broadening and unifying experience. The historical approach in science learning allows students to analyze historical methods and apply them to current science practice. Ninety-six teachers were surveyed to assess their perceptions related to the instructional role of the history of science and to describe instructional practices that they use to integrate the history of science in their science curriculum.     

骨干教师领导角色的认知研究

提倡赋权教师参与学校运作和治理的教师领导力理论自上世纪80年代在美国提出后得到了迅速发展和广泛认同。该理论引入国内后,较普遍的认知是我国的骨干教师在事实上充当了该理论所定义的教师领导角色,但相关的实证研究尚付阙如。本研究通过实证调研尝试揭示一线教师对骨干教师领导角色的认知情况。本研究发现,从骨干教师扮演应然和实然的角度来看,他们和美国"教师领导"是类似的,但教师对骨干教师领导角色的认定也深受校长领导力和学校氛围的影响。另外,一线教师对于"教师领导"这个称谓并不满意,故本研究提出用"领导型教师"作为具有领导力的教师在国内的对应表述,以期引起大家对骨干教师领导力的关注。     

Secondary Science Teachers' Attitudes About Microcomputer-Based Laboratory Techniques:

No abstract available for this article.     

科学教育专业地学类课程构建探讨

在充分考察高师科学教育专业地球科学类课程设置依据的基础上,简单介绍了地球科学学科体系。以此为据,通过考察现阶段我国各高师院校对地学类课程设置的总体情况,发现了一些相关问题。从专业的培养目标、学生的发展、地球科学学科知识的特点入手探讨了地学类课程设置原则、提出了一些相关具体课程与内容设置的建设性意见。     

对《秘书学》教学工作的研究与探索

《秘书学》是高校秘书专业开设的主要课程之一,其学科理论己日臻完善,但是对《秘书学》的学科定位不准确导致教学内容和教学方法不配套。文章认为《秘书学》是一门职业教育课程而不是学科教育课程。《秘书学》课程设置、教学内容、教学方法应该根据秘书岗位工作的需要进行调整。同时强调应加强秘书职业资格证管理。     

Diagrammatic Literacy in Secondary Science Education

Students in secondary science education seem to have difficulties with understanding diagrams. The present study focused on explanatory factors that predict students’ difficulties with process diagrams, i.e., diagrams that describe a process consisting of components that are related by arrows. From 18 compulsory national Biology exams of secondary school pre-university students, all process diagram tasks (n?=?64) were included in corpus. Features of the task, student, and diagram were related to the difficulty of that particular task, indicated by the cohort mean exam score. A hierarchical regression analysis showed main effects for (1) the cognitive task demand, (2) the familiarity of the components, and (3) the number of components in a diagram. All these main effects were in the expected direction. We also observed interactions. Within the category of tasks with a high cognitive demand, tasks about a diagram of which students have low prior content knowledge were more difficult than tasks about a diagram of which students have high prior content knowledge. Tasks with a high cognitive demand about a diagram with familiar arrows were, surprisingly, more difficult than tasks with a high cognitive demand about a diagram with unfamiliar arrows. This latter finding might be attributed to compensation for task difficulty by the large number of components in the diagrams involved. The final model explained 46 % of the variance in exam scores. These results suggest that students have difficulties (1) with tasks that require a deeper understanding when the content is new, (2) with diagrams that use unfamiliar component conventions, and (3) with diagrams that have a small number of components and are therefore probably more abstract.     

师范专业强化教师基本技能探析

教师技能是教师最重要的专业素质之一,是教师从事教育和教学的一种综合能力体现,它是在教育教学与管理及其研究过程中通过长期实践所形成的;教师基本技能的提高,能有效促进教育教学水平的整体提高,促进素质教育的进一步发展。     

谈教师专业发展的目标

从对教师职业的社会需求和教师发展的自我需要出发确定教师专业发展的目标。包括8个方面,即人文精神、专业知识、道德品性、教学智慧、创新意识、自我意识、研究能力和教师职业幸福。     

美国中学理科教材特点初探——以《科学与技术的概念》初中阶段为例的剖析

教材承载着一定思想、知识、方法和品质,体现特定课程理念.本文通过对美国初中科学教育课程计划<科学与技术的概念>的介绍分析,归纳出当前美国中学科学教育的课程设计、内容组织和呈现、学习策略等方面的特点,为我国当前正在进行的中小学科学课程和教材改革提供一定的参考.