以生活经验为教学起点：科学教育方式的重要转变

回归学生生活世界是当代基础教育改革的重要目标之一。新一轮课程改革也从课程内容的角度确立了科学课程改革与学生生活的联系。科学课程标准将“生活走向科学”作为科学课程的基本理念。     

以生活经验为教学起点:科学教育方式的重要转变

回归学生生活世界是当代基础教育改革的重要目标之一。新一轮课程改革也从课程内容的角度确立了科学课程改革与学生生活的联系。科学课程标准将"生活走向科学"作为科学课程的基本理念。     

高中地理生活化教学实践研究

"学习对生活有用的地理"这一课改理念旨在改变以往地理教学与生活脱节、课程学习与实际生活之间缺乏有机联系的状况,构建"生活世界"与"科学世界"相统一的地理课程。高中地理教师可从课堂导入、课中教学、学生的课后学习三个方面着手,开展高中地理生活化教学。     

让生活成为学生成长的课堂

有学者指出:“一个人要在两个世界中生活,一个是科学世界,一个是生活世界。科学世界是我们进修理性的‘营地’,是我们建在异乡的家园;生活世界是我们故乡的家园,是我们最根本意义上的家。”教育总是在人的生活世界中进行的。新课程特别强调课程教学与生活的联系,让生活成为学生成长的课堂,让课堂走进学生的生活。如何让思想政治课教学回归生活,下面谈谈我的一些做法。一、让学生走向社会。在教学中,把教材中的相关知识同丰富多彩的社会生活联系到一起,让学生在社会大环境中理解、体会政治理论知识。这不仅有利于激发学生学习的兴趣和求知欲,…     

让课堂充满生活情趣——浅谈新课改视野下的语文教学

现代课程观认为,学生尤其是儿童首先接触的是他们的生活世界,而不是我们给他们构建的科学世界.学生首先是生活在他们的生活世界中,课程只有面向儿童的生活世界,才能真正激发起儿童的学习兴趣,调动他们学习的潜能.     

小学科学实施生活化教学策略

小学生科学课程的开设极大的丰富了小学生的课堂生活,使学习和生活紧密联系,把课本回归于生活。在学习的过程中,增长了小学生科学的知识,获得科学的生活态度。学生通过生活当中的观察、实验和推理来学习,激发学生学习兴趣的同时也提高了学生的生活能力。科学课程要求小学科学在实施过程中必须与生活相互联系,从学生熟悉的点滴生活导入,利用生活材料进行探究,让科学走进生活。     

让课程回归学生生活

新课改要求课程设置要与学生的发展水平相适应,课程设置要与学生生活及现代社会和科技发展相联系。对学生来说,课程由原来的知识世界转向生活世界,一改往日的以认知活动为主的学习方式,更加关注课程的人性化。     

科学启蒙从身边的生活开始

小学科学是以培养科学素养为宗旨的科学启蒙课程。它源于生活,又应用于生活。然而当前的科学教学方式方法常常脱离学生的实际生活,导致学生对科学缺乏兴趣,对科学产生神秘感。另外,学与用的分离,致使学生走上社会后,无法用所学知识解决实际问题。为了使科学走向生活、走向大众,培养学生对科学的兴趣和求知欲,让他们关心周围的世界,了解科学、技术、社会的关系,教师必须更新教育观念,以学生发展为本,树立学生创新意识,联系生活实际教学科学,激发学生的学习兴趣,使学生在生活中学习科学,用科学知识来解决生活问题,以此进行小学生启蒙阶段的科…     

探索利用初中科学课拓展学生知识内容的途径

初中科学课程学习的目的是培养学生科学素养的启蒙课程,其理念最基本的一条就是学习初中科学应该具有开放性。因此,教师在教学中应对科学课进行拓展,把学生置于更广阔的学习背景当中,帮助学生了解这个奇妙的世界,从而使学生产生科学思维,丰富学生的学习生活。     

地理教育要面向学生生活

地理课程标准指出地理课程提供给学生与其生活和周围世界密切相关的地理知识,侧重基础性的地理知识和技能、增强学生生存能力。学习对生活有用的地理是这次地理课程改革中最强调的理念之一。它表明地理课程改革将从纯粹的科学世界重新回到学生的生活世界。我们培养的学生每时     

STEM Integration in Middle School Life Science: Student Learning and Attitudes

In many countries around the world, there has been an increasing emphasis on improving science education. Recent reform efforts in the USA call for teachers to integrate scientific and engineering practices into science teaching; for example, science teachers are asked to provide learning experiences for students that apply crosscutting concepts (e.g., patterns, scale) and increase understanding of disciplinary core ideas (e.g., physical science, earth science). Engineering practices and engineering design are essential elements of this new vision of science teaching and learning. This paper presents a research study that evaluates the effects of an engineering design-based science curriculum on student learning and attitudes. Three middle school life science teachers and 275 seventh grade students participated in the study. Content assessments and attitude surveys were administered before and after the implementation of the curriculum unit. Statewide mathematics test proficiency scores were included in the data analysis as well. Results provide evidence of the positive effects of implementing the engineering design-based science unit on student attitudes and learning.     

科学观的教育价值及其课程实现

科学观是制约科学课程发展的重要变量。就类型而言,科学观包括本质观、发展观、价值观和习得观等内容;从形态来看,科学观包括显性、隐性和"实践"等存在形式。恰当的科学观教育有助于学生世界观、自然观、发展观和人生观的形成与发展。由于实现途径的差别,科学观对科学课程的规划、设计和实施的制约表现为观念性和资源性影响两个方面。     

新课程教学中应处理好的几个关系

针对过去课程实施中存在的过于强调接受学习和教学预设等弊端,新课程改革积极倡导主动参与、乐于探究、自主合作的学习方式,强调教学的动态生成及课程与生活的联系。实践中出现了有些教师因滥用、误用探究学习或一味追求教学的动态生成和教学内容的生活化处理而影响新课程改革有效实施的现象,为此应特别注意正确处理教学的预设性与生成性、科学世界与生活世界、接受学习与探究学习的关系。     

Levinas and an Ethics for Science Education

Despite claims that STS(E) science education promotes ethical responsibility, this approach is not supported by a clear philosophy of ethics. This paper argues that the work of Emmanuel Levinas provides an ethics suitable for an STS(E) science education. His concept of the face of the Other redefines education as learning from the other, rather than about the other. Extrapolating the face of the Other to the non‐human world suggests an ethics for science education where the goal of pedagogy is peace with each other and the world through the rupture, eros and justice that arises from openness to the demands of the world. Understanding the infinite responsibility of the invocation presented by the face of the Other radically reconceptualizes science education from STS(E) towards an E‐STS curriculum of responsiveness that critically employs the said of modern science and opportunities of experience to enable the next generation of citizens to act in peace to what the world is saying.     

STS革新教材给新世纪高师课程教材改革的启迪

STS (“科学·技术·社会”)革新教材 ,是我国教育领域的一个热门话题。文章介绍了STS产生、发展及其特点。谈了打破传统的教材模式 ,让师生真正进行一种共同的讨论式的学习、走出学科 ,在“综合”中求得拓展的新天地、让学生直接参与教育教学活动 ,为教育注入创新的生机和活力的三点体会。最后从新世纪高度阐明了高师院校借鉴STS的模式改革课程教材的必要性、紧迫性和具体举措。     

以工作过程为导向的职业教育

以工作过程为导向的职业教育针对于传统职业教育与工作世界想脱离的弊端而提出,其指导思想是培养学生参与建构工作世界的能力;其教学内容指向职业的工作任务、工作的内在联系和工作过程知识,并按照初学者到专家的职业能力发展过程归为4个学习范畴;课程开发由注重劳动科学的资格研究转向注重职业科学的劳动研究;以行动导向教学为主要教学形式。这一思想在设计上解构了传统学科体系职教模式,建构了理论、实践一体化的职教模式。     

对数学教育改革的一些认识

“生活化”、“活动化”和“个性化”是当前国际数学教育改革的一种潮流，这是人们在处理数学教育中各种复杂关系的不同态度的反映．对数学课程、数学学习、数学教学以及教学评价等方面的改革，我国数学教育界存在许多共识，而且还有非常良好的改革基础．数学教育改革应当吸取国际数学教育改革的经验教训，坚持“双基”不动摇，坚持数学学习的高标准，在数学教育已有基础上进行改革，处理好数学教育中的各种关系，做好科学论证和实验，要依靠全体数学教育作者的力量。     

One Brief,Shining Moment? The Impact of Neo‐liberalism on Science Curriculum in the Compulsory Years of Schooling

The past 20 years or so have seen ongoing concern for the nature of science education in the Anglophone developed world. A particular focus of this concern has been the need to find new ways to frame science curricula that will engage students, yet it is proving difficult to achieve this goal. In this article I argue that the impact on science curriculum of a societal shift to neo‐liberalism and an attendant policy shift to outcomes‐based education should be explicitly acknowledged; further, that the forms of curriculum that emerge from neo‐liberalism are unlikely to provide the engaging and inclusive science education needed today. To illustrate the impact of the neo‐liberal societal shift on science curriculum I compare an exemplary, inclusive and innovative science curriculum document from the 1980s with its outcomes‐based successor from the 1990s. I show that in this case the shift to the outcomes‐based form significantly restricted the possibilities for framing science education to respond to the local community, restricting a vision of science as a social institution; further, it framed each learner as an individual to the exclusion of community while reducing options for framing learning to meet individual needs. I argue that it is important for the future disciplinary well‐being of science, and for the well‐being of society on the whole, that both science and its scientists be seen as socially located. Science curriculum documents must initiate and support this perspective.     

综合性课程的价值取向探析——以小学社会课为例

随着新课程改革的推行,社会课作为一门综合性学科日益受到人们的关注,在综合性课程彰显其独立地位的同时,人们不禁要对课程的文化价值取向进行追问。社会课是一门融自然科学、社会和人文科学于一体的综合性学科,贴近人们的生活和经验,因此,呼吁课程回归生活世界,由"化人"的课程向"人化"的课程转变,开展人文教育,彰显本学科的人文精神,以凸现人的主体精神,是本课程开展的旨归。     

Affordances of ICT in science learning: implications for an integrated pedagogy

This paper presents an analysis of how affordances of ICT‐rich environments identified from a recent review of the research literature can support students in learning science in schools within a proposed framework for pedagogical practice in science education. Furthermore other pedagogical and curriculum innovations in science education (promoting cognitive change, formative assessment and lifelong learning) are examined to see how they may be supported and enhanced by affordances of ICT‐rich environments. The affordances that I have identified support learning through four main effects: promoting cognitive acceleration; enabling a wider range of experience so that students can relate science to their own and other real‐world experiences; increasing students' self‐management; and facilitating data collection and presentation. ICT‐rich environments already provide a range of affordances that have been shown to enable learning of science but integrating these affordances with other pedagogical innovations provides even greater potential for enhancement of students' learning.