Deepening Understanding of Science and Mathematics Education Reform Principles: Novice Teachers Design Web-based Units Using Project 2061's Curriculum Analysis

Journal of Science Teacher Education -     

Letter from the Editor: The Role of Science Educators in Curriculum Development and Teacher Professional Development

Journal of Science Teacher Education -     

高职专业课程标准开发探析

分析了专业课程标准对课程建设、教学质量和人才培养质量等环节产生的根本性影响,针对高职专业课程标准开发存在的问题,阐述了课程标准开发的基本理念和原则,为课程标准开发提供了全面的开发思路和方向。根据国家专业教学标准和教育部门对职业教育相关文件要求,结合本专业自身建设现状和发展趋势,开发一个适用的符合职业教育发展规律的课程标准是每一名专业教师的必修课。     

英国国家科学课程标准中的科学探究

自1988年英国在英格兰和苏格兰设置国家统一课程以来,科学课在英国国家课程中的地位大为提高,与英语和数学并列为三大核心课程。英国国家科学课程标准中,首先将科学探究列为课程目标,强调科学探究是科学学习的核心过程,注重让学生主动积极地参与科学课程的学习过程。在1988年科学课程标准草案的基础上,英国先后颁布了5个不同版本的科学课程标准。其中,关于科学探究活动的内容和教学要求虽有调整和修订,但其地位和作用一直受到强调与重视。本文在简要回顾英国国家科学课程标准中关于科学探究主题的基础上,对其现行科学课程标准中科学探究能力的要素和达成目标问题进行一些简单的分析。     

Supporting Science Teacher Learning: The Role of Educative Curriculum Materials

Journal of Science Teacher Education -     

基于国家职业标准的《焊接方法》项目课程教材的研发与实践

在<焊接方法>课程教材研发中,应以国家职业标准为依据来确定培养目标的知识点和技能点,将围绕工作任务的基本知识、工艺知识、专业知识和实践知识整合成基本任务单元,通过完成一个个基本任务单元来完成教学目标.每个工作任务单元由提出工作任务、工作任务分析、相关知识、任务实施、操作提示、知识链接、技术指导及任务测评等8个环节组成.     

美国实施“优秀科学教师专业标准”经验述评

美国一向把科学教育看做提高国家竞争力的重要基础,高度关注科学教师的质量。建立专业标准是提高教师质量的基础和前提。联邦政府在长期支持"国家教学专业标准委员会"建立优秀科学教学专业标准并认证优秀科学教师的基础上,近年又在教育发展战略上强调"只有优秀的教师才能培养优秀的学生,高素质的教师队伍是保证教育质量的关键",并从政策上和经费投入上提出"投资卓越教学",推广优秀科学教师实践,借以加强科学教师队伍建设,进而促进整个教育质量提高。本文旨在解读分析美国"国家教学专业标准委员会"开发的优秀科学教师专业标准的准则、内容、特点,从而为我国试行教师专业标准提供可资借鉴的经验。     

The Effects of a Kit-Based Science Curriculum and Intensive Science Professional Development on Elementary Student Science Achievement

The science achievement of 226 5th graders from districts that have a kit-based inquiry science curriculum supported by intensive professional development (PD) is compared with data from a group of 173 5th graders from other districts that use nonkit science materials and do not have systematic science PD for teachers. Within the kit-based project, the sample of project teachers is stratified to select teachers with a high number of science PD hours versus those with few hours. While there were no significant differences in the mean total scores for kit-based students with low PD versus high PD teachers, the kit-based classrooms scored significantly higher than students in nonkit classrooms on both the pretest and posttest, though there were significantly more minutes of science instruction in the nonkit classrooms. Finally, nonkit teachers taught more units of shorter length and reported lower levels of preparedness to use reform pedagogical approaches.     

日本新修订高中学习指导要领与理科课程的新变化

2009年3月日本文部科学省公布新修订《高中学习指导要领》,高中阶段的理科课程设置结构、课程类型、修业方式均出现了新的变化,不仅新设了科学与人类生活和理科课题研究两门综合性的课程,而且物理、化学、生物、地学各科课程的目标、内容构成以及学习方式也在新课程理念的影响下发生了新的变化。     

The Role of Assessment in Science Curriculum Reform

The argument of this article is that changes in curriculum need to be closely linked to changes in assessment and that this is true as much of the forms of assessment as it is of its content. Using science as the case in point, the changes in the goals of science education in the 1960s towards a greater emphasis on inquiry skills were matched some 20 years later with a change in assessment to include performance assessment. Now the new goals of science education are focused on the need to link science to the broader social context, but assessment practices have yet to catch up with this change. Given the relatively greater importance on assessment in the present era, the new curriculum emphasis may well be ignored unless new approaches to assessment are not designed and implemented soon.     

《土地资源学》在专业课程设置中的作用及实现途径

《土地资源学》是土地资源管理专业的必修、核心课程,在课程体系中起着举足轻重的作用。在明确课程性质的前提下,以"土地"、"资源"、"学"为线索,明确了"土地"在专业课程体系设置中的基础理论地位,"资源"的专业构架作用以及"学(科)"的拓展延伸意义;并针对不同部分提出了对应的学习方法,为同类专业中该课程的讲授学习提供参考。     

《义务教育小学科学课程标准》课程内容动词统计分析

本研究采用指向性和显性化原则,对《义务教育小学科学课程标准》课程内容部分学习目标的动词进行统计,结果显示共使用动词40个,词频297次。按照行为动词、心理动词、情意动词对动词进行分类统计,并按照学习领域和学段对动词进行统计,数据表明学习目标的表述以行为动词为主,发现物质科学领域和技术与工程领域态度与价值观目标缺失等现象。最后从表现性评价,言语作用,知道内涵等角度提出教学建议。     

美国国家层面教师专业标准述评

本文在介绍美国国家层面的教师专业标准产生与发展的背景的基础上,对美国国家层面两个具有影响力的标准:“国家专业教学标准”及“社会学科教师专业标准”进行了解析。最后,作者就建立我国的教师专业标准提出了几点建议。     

分层化国家职业标准理念引导下的高职课程体系重组

文章借鉴了分层化国家职业标准的理念,并站在综合职业能力课程观的基点上,提出了按分层化职业能力框架设计人才培养质量标准,重组高职课程体系的基本思路,并对核心能力的培养、"双证课程"的设计提出了基本方略,使课程体系能够体现学生综合职业能力的培养与全面素质的提升.     

Opportunities Lost: The Pendulum in the USA National Science Education Standards

This article is based on my recent book Time for Science Education (Plenum Publishers, 1998). It begins with the treatment afforded the pendulum in the US National Science Education Standards, and a number of other contemporary curriculum documents. It notes that all of these documents advocate liberal, or wide, goals for science education, including students understanding something of the historical and cultural significance of science. It notes that all the documents ignore the very significant role played by the pendulum in the foundation of modern science, in solving the longitude problem, and in enabling the first accurate clocks to be constructed. There are thus lost opportunities for realising the laudable goals that the Standards set for US science education. Finally, it is claimed that realising these cultural goals for science education requires that the history and philosophy of science be more routinely incorporated into preservice and inservice courses for science teachers.     

课程标准的开发与基于标准的学业水平考试的设计：美国的经验与启示

美国课程标准的开发有一个历史发展和演变的过程。开发过程主要依赖于学科专家的知识和经验以及相关的研究进展和结论,并根据其他专家组、利益群体以及公众的反馈意见不断修改直至最后颁布。其课程标准以学习结果为取向,围绕核心内容领域跨年级螺旋递进编排,详尽规定各年级认知表现期望,并通过评价框架、一致性分析和标准设定等手段确保学业水平考试与课程标准要求的对应性。这对我国相应工作具有重要的借鉴意义。