21世纪我国中学生物学课程改革的构想和发展策略

当前,我国基础教育课程改革正在加速进行.在我们进行新一轮中学生物学课程的课程改革时,有一些重要的问题需要提前来思考和回答,如生物学课程改革中应着重解决什么问题?新的课程将向什么方向发展?改革中将要面对哪些困难?本文在回顾我国生物学课程50年发展的基础上对这些问题进行了探讨,并就课程发展的理念和策略提出初步的构想.     

Environment in the science curriculum: The politics of change in the Pan-Canadian science curriculum development process

This paper draws on the experience of the Pan-Canadian science curriculum development process as an instance of the more general problem of integrating science and environmental education. It problematizes the issue of incorporation of social and environmental dimensions within the science curriculum in terms of both policy and practice. The agenda of environmental education, as eco-philosophical and eco-political, provides a radically different base from which to explore the impact of change on science teachers and schools. Thus, the very idea of environmental education as an educational policy goal must be examined in light of conflicting agendas of science and environmental education. This paper argues that transforming structures and processes of school science to enable different teacher and student roles involves closing the gap between curriculum (policy) development and professional development as well as reconceptualizing science education, but from more overtly open moral value and political perspectives than have been considered in the literature of science education.     

新课改背景下对生物教学评价的思考

随着新课程标准在全国范围内实验教学的展开,我国基础教育的生物教学正面临着重大变化.《基础教育课程改革纲要(试行)》明确指出:"建立促进学生全方面发展的评价体系.评价不仅要关注学生的学业成绩,而且要发现和发展学生多方面的潜能,了解学生发展中的需要,帮助学生认识自我,建立自信.     

新课程背景下高中生物课堂发展性学习评价

新课程倡导“立足过程,促进发展”的评价理念,发展性学习评价方法是以促进学生发展为最高目的的一个系统的连续活动过程,真正促进学生全面、主动、和谐、持续地发展。从评价的内容、方式、主体3个方面阐述如何在生物课堂教学中实施发展性学习评价策略。     

浅谈新课程改革下生物教师的新观念

这次的课程改革是一次全面的、根本性的改革,其内涵丰富,洋溢着时代气息,充满着创新精神.与以往的生物教学大纲的要求相比,新课标更注重学生的发展和社会的需求,更多地反映科学技术的最新进展,更加关注学生已有的经验,更强调学生的主动学习,培养创新能力.教师是课程改革的实施者,更是参与者.那么,对一位生物教师来说,该如何面对这次课改,转变观念,创造出一片新天地呢?笔者就此谈一些体会.     

The development and validation of a primary science curriculum delivery evaluation questionnaire

This study describes the processes involved in the development and statistical validation of a primary science curriculum delivery evaluation instrument, the Science Curriculum Implementation Questionnaire (SCIQ), used to identify factors influencing science programme delivery at the classroom and school level. The study begins by exploring the themes generated from several qualitative studies in the New Zealand context pertaining to the phenomenon of primary science delivery. Building on the findings from the qualitative studies, quantitative procedures used to develop and validate both a five‐scale, 35‐item SCIQ and a seven‐scale, 49‐item SCIQ are presented. Finally, current applications of the seven‐scale, 49‐item SCIQ as a foundation for data collection, staff discussion and collaborative decision‐making for the purpose of primary science delivery are briefly discussed.     

深入开展信息技术与理科课程整合刍议

本文通过具体分析几个英国科学教学案例,提出了深化我国信息技术与理科课程整合的几方面途径。(1)树立现代科学教育理念;(2)善于利用各种信息技术观察实验、问题解决以及讨论交流,特别是善于利用传感器、模拟与仿真、网络搜索引擎等信息技术来发现问题和解决问题;(3)还要注意数字化学习环境的建设;(4)注重信息技术与科学课程整合的实际效果。     

高中生物新课程实施过程中应注意处理好的几种关系

2006年秋季,安徽省全面进入高中新课程改革实验。新课程的实施,带给了教师们新的课程理念,提供了教学改革和专业化成长的平台,但也带给教师们许多困惑和与传统教学思维的碰撞。在这一年的教学教研实践中,就高中生物教学,笔者认为应注意处理好以下几个关系。     

Towards a theory of curriculum implementation with particular reference to science education in developing countries

Improving science education is often regarded as a priority for developing countries in order to promote longterm economic development. Thus initiatives, both government and foreign-aid sponsored, aimed at improving science education in developing countries abound. However, all too often the focus of such initiatives is limited to the development of science curricula, while the details of how the curricula will be implemented at school level are often neglected. This paper represents an effort to lay the groundwork for a theory of curriculum implementation with particular reference to developing countries. We have drawn on school development, educational change, and science education literature in order to develop three constructs that could form the heart of such a theory, namely, Profile of Implementation, Capacity to Innovate, and Outside Support. Six propositions are offered to suggest how the constructs may inter-relate as a basis for the development of the theory. The implementation of the natural sciences learning area of the South African Curriculum 2005 is used to illustrate the emerging theory.     

新课程实施与教育评价改革

为了适应新课程改革的需要,必须对现行的教育评价,从开放性、个性化和民主化的角度进行整体改革。突出评价的开放性,使教育评价成为能够适应新课程开放性特点,为新课程开放性服务,并促进新课程开放性进程的工具;加强评价的个性化,加强教育评价对每一个个体发展的关注,承认个体之间的差别和个体发展的多样性和丰富性,使其成为为每个个体发展提供有效帮助的工具;加强评价的民主化,使教育评价有利于教育民主的形成和发展,使其不仅成为一种评定教学、监控教学、指导教学的工具,而且成为一种促进教育民主化进程的工具。     

新课程改革呼唤生物活动课的教学

曾有这样一则报道：一个美国教育考察团到上海访问,听了一堂特级教师的公开课,整个教学过程中,教学方法灵活,重点突出,教学双向互动配合默契,课堂作业和思考题都完成得很好。可美国专家却不以为然：“这节课教师提出的问题学生都能回答,那么还上它干什么？”原来他们认为学生应带着问题走进教室,带着更多的问题走出教室。     

试论文化教育学视角下的新课程三维目标

文化教育学以培养知、情、意融为一体的人为目的、以人文科学为主要陶冶财，采用体验、表达、理解的方法对儿童进行陶冶，唤醒，促进个体人格的生成。在此视角下，新课程以培养知情意融为一体的人为最终目的，在实践中注意教育的效率与价值的平衡。并关注体验的价值。     

职业教育课程开发中职业资格研究方法的新进展

职业资格是就业导向职业教育课程开发的基础。本文回顾了职业教育课程开发中职业资格研究的基本程序和典型方法,介绍在职业科学研究范畴内进行的资格研究的方法的最新进展,以期对我国职教课程开发的质量有所助益。     

Narrative in the science curriculum

Internationally, science curricula make specific demands on students for the achievement of some level of scientific literacy. The details of what this means, and how it is to be achieved, have often been left for the teacher to elaborate. This paper argues thatnarrative, as a valued component of scientific literacy, offers a structure that allows scientific concepts to be (1) more easily integrated into other conceptual understandings, (2) more easily recalled, (3) more easily ordered and structured in the mind, and (4) an important component of the what it means to be a Self. The paper ends with practical suggestions for the use of narratives in the science classroom. Specializations: language and science, science for nurses, narrative and science education.