新基础教育高中生物教材创造性使用的研究

人教版普通高中生物教材设计,突出系统科学的编写思想,三个必修模块分别以系统论、信息论、控制论为主线贯穿其中,其教学内容的设计思路和呈现方式,以问题驱动学习,引导学生自主、探究、合作学习。创造性使用人教版高中生物教材各栏目,提高了学生生物科学素养,在创造性教学中创造性使用教材,培养了学生的创新精神和实践能力。     

A Textbook Case of the Nature of Science: Laws and Theories in the Science of Biology

The two concepts law and theory are among the most important elements of the nature of science. They represent both the tools and products of science itself. Unfortunately, the variable meanings and use of these terms in general discourse and in other school disciplines results in much confusion with respect to their proper application in a science context. The project included the design of a six-part model definition for law and theory based on a review of the literature of the philosophy of science with special reference to biology. These model definitions were then compared with those provided in a range of U.S. secondary school biology textbooks. The majority of all current major U.S. secondary school biology texts were reviewed and analyzed with respect to how the concepts of law and theory were defined and applied, in an attempt to determine whether students and teachers using such texts would gain an accurate impression of these terms and the distinction between them. This study focuses on biology instruction since a life science course is completed as a graduation requirement by virtually all U.S. high school students and as such serves as a widely shared educational experience across the nation. The term law is rarely defined in any text but various laws such as those found in genetics are frequently included as examples. The term theory is frequently defined but with a wide range of completeness of the definitions. Only rarely are theories in biology included as examples.     

"科教治国"--历史的必然--"十六大"精神解读之一

本文首先考察了“科教治国”(或曰“科教立国”、“科教富国”、“科教强国”、“科教兴国”)战略在英、美、日、中等国的具体表现，然后论证了该现象的历史必然性，意在深化国人对我国“科教兴国”战略的认识。     

相同的概念与不同的语义——中英高等教育多样性研究项目考察随感

通过参与以英国高等教育多样性为主题的现场考察,选取质的观察角度,从多样性、支持服务和一臂之距三个方面结合中英高等教育发展现实进行剖析,认定多样性整体教育格局的形成来自于不同大学自身的差异化追求;英国大学中普遍强调的支持服务是现代大学管理效率的精髓;而政府对于大学的管控必须保持一臂之距。在同一概念之下不同的文化语义才是国际交流与项目对接合作的关键节点。     

高等教育质量概念:内涵与外延

对高等教育质量概念的分析,需要在“质量”概念研究的基础上,从内涵和外延两个方面来进行探析.从内涵来看,它是高等教育产品和服务满足高等教育系统内外明确或隐含需要的能力的特性总和;从外延来看,既可从纵向上分为教育投入质量、教育过程质量和产出质量,也可从横向上分为人才培养质量、科学研究质量和社会服务质量,还可从教育活动上分为教学质量、管理质量和为教学提供服务的质量.     

《电视编导与制作》教材的多媒体课件制作

本文阐述了运用Powerpoint课件制作软件制作多媒体课件的基本方法，并以《电视编导与制作》教材制作多媒体课件为例，重点阐述了课件中影视画面和音频内容的较详细的制作过程。     

合理利用教材全面培养技能--对《新思维综合英语》授课的探讨

分析《新思维综合英语》教材的特点。结合教学实际探讨如何合理利用这套教材，具有实际意义。     

从一本典型的美国综合理科教材谈我国的综合理科教育改革

随着全球科学经济的不断发展 ,国内国外都在积极推行教育改革。培养创新精神和实践能力成为教育改革的灵魂 ,课程改革则成为教育改革的关键。随着课程改革的推进 ,如何设计与实施综合课程成为目前亟待解决的新课题。美国史密森学会、国家研究院、国家科学资源中心最近联合推出一套中学 (初中 )综合课程教材(共四册 ) ,其中一册是综合理科课程教材《Properties Of Matter》(物质的性质 ) ,本文将对此教材作一些分析与思考 ,并对我国的综合理科课程改革提出几点建议。《Properties Of Matter》这本教材共有 2 6课 ,内容涉及物理、化学和生…     

An Experiment on the Effects of Multiple Library Sources as Compared to the Use of a Basic Textbook in Junior High School Science

Computer based resource units were developed to improve the individualization of instruction through unit teaching. Instructional behaviors of teachers were examined to see if this kind of computer aid brought about a change in the way teachers teach. A pre-post two group experimental design was used in which the data were collected by a group of trained observers using an instruction observation tool. Pre-post mean scores were tested and found to be significant in five out of seven dimensions of instructional behavior. Variety and kinds of instructional materials and methods were also examined. The data indicate that teachers who use computer based resource units increase the number and improve the quality of many individualized instruction tasks.     

美日义务教育阶段教科书使用制度对我国的启示

不同的国家有不同的教科书使用制度。在义务教育阶段,美国和日本制定和应用了不同于中国的教科书使用制度。本文以比较的眼光叙述和分析了美国和日本在义务教育阶段教科书使用制度的不同,并从借鉴的角度思考了我国目前教科书使用制度中存在的问题。     

The Multiple Faces of Peer Review in Science Education

I use autobiographical narratives to describe and analyse my involvement in peer review activities in science education and to illustrate their historical, social and cultural constitution. I explore ways in which peer review and science education have interrelated in 30-plus years in which I have been a science educator. I employ cultural sociology and activity theory to identify patterns of coherence and coexisting contradictions that create tensions able to catalyse improvements in science education. I argue that early career science educators need a gradual induction into peer review activities, preferably increasing their effectiveness by coparticipating with more experienced colleagues. Also, I critically examine my roles as a peer reviewer, within various contexts that include being an editor of journals and a book series, an examiner of dissertations and an advisor of graduate students, and as a reviewer of applications for tenure and promotion. In so doing I probe power relationships between the reviewer and the reviewed and explore the possibility that peer review is hegemonic. Finally, I present strategies for science educators to reach a collective understanding of how to enact peer review equitably.     

The Multiple Meanings of Play: Exploring Preservice Teachers' Beliefs About a Central Element of Early Childhood Education

This basic qualitative study explores preservice teachers' beliefs about what constitutes play. Research for this study focused on 7 preservice teachers enrolled in an early childhood through Grade 4 practicum course at a small private university in south central Texas. The findings of this study indicate that both on an individual and group level the 7 preservice teachers seemed to believe that play had multiple meanings. Even though commonalities existed among some of the attributes used by the preservice teachers to describe play, no two preservice teachers used the same combination of attributes to define play. Instead, based on the influences that had shaped their beliefs, they strung these attributes together in unique ways. Thus, for each of the preservice teachers, play seemed to have an individualized meaning consisting of multiple parts.     

The Use of History and Philosophy of Science as a Core for a Socioconstructivist Teaching Approach of the Concept of Energy in Primary Education

The present study should be thought as a socioconstructivist teaching approach (a teaching model) for the concept of energy in primary education. It contains important and crucial aspects of the History and Philosophy of Natural Sciences, introduces the concept of energy using the macroscopic framework of thermodynamics, takes into consideration learners’ alternative ideas or frameworks relating to energy, takes advantage of the causal and the unifying characters of energy, which have been founded on the historiographical analysis of this concept, uses energy chains as visual representations for the deep understanding of it, uses visual grammar of Kress and van Leeuwen to design energy chains and introduces a teaching methodology for this concept.     

浅谈我国教科书循环使用的必要性及对策

从2008年春季学期开始,我国对农村义务教育阶段部分教科书实行循环使用,这一重要举措的实行有我国社会及教育自身发展的必要性。同时,我国毕竞在此项制度上刚刚开始探索,如何找到适合我国国情的教科书循环使用制度就显得十分重要。     

Civic Science for Public Use: Mind in the Making and Vroom

Mind in the Making and Vroom are partner initiatives that exemplify a unique “civic science” approach to “bringing developmental science into the world.” Mind in the Making offers families and professionals working with children 0–8 access to developmental research, by engaging them in an active process of professional development and community outreach. Vroom is an outreach and communication initiative that brings “brain building basics” to communities, inviting parents to participate in the science of early learning through partnerships with trusted entities. These initiatives use collaborative, iterative processes in disseminating findings and implications of child development research. Preliminary evidence shows early promise of these initiatives to help promote engaged learning and life skills based on executive function in adults and children.     

中职学前教育专业生物教学改革探究——以《自然科学基础知识》生物教学部分为例

当前中职学前教育专业培养目标普遍存在“重艺术技能,轻专业岗位能力”的现象,生物等一些自然学科被视为副科。本文通过调查研究,分析了学前专业学生的生源状况及生物教学存在的不足及产生的原因,并运用生物学教学论的理论,结合培养幼儿教师素质的全面性和发展的可持续性的教育理念提出了改革策略。     

The Use of Journal Clubs in Science Teacher Education

This qualitative study explored how in a 7-month-long journal club pre- and inservice science teachers engaged with education research literature relevant to their practice to reduce the theory–practice gap. In the journal club they had the opportunity to critique and analyze peer-reviewed science education articles in the context of their classroom practice. Data sources included audio recordings of the meetings; semi-structured pre- and post-interviews of the teachers; focus groups; and artifacts (e.g., journal articles, reflective paper, email exchanges, and researcher’s field notes). Data were analyzed using the techniques of grounded theory (Corbin & Strauss in Basics of qualitative research, 3rd ed. Sage, Thousand Oaks, 2008). In addition we used some preconceived categories that we created from existing literature on journal clubs and communities of practice (Newswander & Borrego in European Journal of Engineering Education 34(6): 561–571, 2009; Wenger in Communities of practice: learning, meaning, and identity. Cambridge University Press, Cambridge, 1998) and from our previous research (Tallman & Feldman, 2012). We found that the journal club incorporated the three characteristics of a community of practice (Wenger in Communities of practice: learning, meaning, and identity. Cambridge University Press, Cambridge, 1998) into its functioning (mutual engagement, joint enterprise, and shared repertoire). The teachers mutually engaged around the joint enterprise of reading, critiquing, and understanding the research studies with the goal of improving practice. The teachers also asked each other analytical questions, which became a shared repertoire of the journal club. They reflected on their practice by presenting, reading, and discussing the articles, which helped them to determine whether and how the findings from the articles could be incorporated into their teaching practice. In doing so, they learned the skills needed to critique the research literature in relation to their practice as classroom teachers.