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建构主义与面向21世纪的科学教育改革 总被引：43，自引：0，他引：43
建构主义是一种新的认知理论，这种理论已成为国际科学教育改革中的一种主流理论。建构主义的要义是科学知识是不能传递的，它必须由学生主动地建构。当代科学技术的发展要求科学教育必须改革，建构主义适应了这一时代挑战，建构式科学教育有利于培养迎接这一挑战的人才。 相似文献
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从建构主义的理论建构入手进行分析与反思的论述近年来不断见诸教育杂志,然而建构主义并非仅停留于理论层面,其于实践层面亦有自己的主张.本文在分析建构主义意涵的基础上,从平等的师生关系与建构式教学两个方面对建构主义展开实践的反思,并进而指出建构主义实践的未来前景. 相似文献
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建构主义思潮与成人教学活动密切相关。本文建构主义的有关理论为指导，建构起了随机通达教学、问题本位教学、合作式教学、交互式教学和认知学徒式教学等五种成人教学模式。 相似文献
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谢军 《和田师范专科学校学报》2008,28(3):124
针对英语语言学教学目前存在的问题,提出将建构主义理论用于英语语言学的教学.通过支架式教学(scaffolding)的实例,指出建构主义理论有助于培养学生的自主学习能力,有助于发挥学生的创造性,对英语语言学的教学具有重要的指导意义. 相似文献
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建构主义给科学课堂带来了什么 总被引：4，自引：0，他引：4
在当今世界的科学教育改革中,建构主义已经成为指导科学教学的主要理论.本文阐述了建构主义学习理论对科学教育各方面的影响,并对其在实际教学中的重要作用进行了分析. 相似文献
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试论基于建构主义的科学教育理念 总被引：7，自引：0，他引：7
建构主义是当代科学教学改革的重要指导思想,建构主义代表了科学教育的“范式转变”。基于建构主义的科学教育理念包括科学知识观、科学学习观和科学教学观。 相似文献
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一、建构式教学简介
建构主义观点是由瑞士心理学家让·皮亚杰于1966年提出的．他创立的学派被称为“皮亚杰学派”,是认知发展领域中最有影响的学派之一．建构式教学是指在建构主义教学观指导下形成的教学方式,包括建构式学习观和建构式教师观,建构式学习观认为科学学习不是从零开始,而是基于原有知识经验背景的建构;个体通过与周围环境、他人的互动中构建自我的社会知识;强调学习是一个主动的过程,是个体主动建构意义的过程; 相似文献
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介绍建构主义理论和支架式教学法以及高职计算机网络专业课程的特点,描述如何将建构主义支架式教学应用于高职计算机网络专业教学,并采用不同的分析方法对计算机网络专业学生进行教学质量分析. 相似文献
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笔者通过实地考察发现:英国小学科学课堂教学既有采用"建构式探究"教学模式的,也有采用"接受式探究"教学模式的.此外,近年来英国小学科学教育改革还采取了多项有效的政策性措施,如通过立法确立小学科学课程在国家义务教育课程中的核心地位;教师职前教育中注重培养小学教师的科学教学能力;国家建立"科学学习中心",提高在职教师的专业化水平;在教学过程中普遍采用"学习性评价",使评价与教学合二为一,以此提高探究教学的效率和质量,等等. 相似文献
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Judith A. Burry-Stock Lyudmila Dorogan Gary F. Varrella Robert E. Yager 《International Journal of Science Education》2013,35(4):419-433
A small group of Russian teachers who were interested in adopting aspects of the US science educational reform movement, participated in a constructivist science teaching project. Baseline data from translated classroom observations were scored using the science classroom observation rubric from the expert science teaching educational evaluation model (ESTEEM) and compared with a traditional (teacher centered) group of US science teachers and a group of US constructivist (student centered) science teachers. The purpose of the research is to investigate how Russian teachers who were beginning a US science education reform project compared with two US groups of science teachers, a traditional and a reform group. Analysis of variance was used to analyse the total rubric score and four categories for the Russian/traditional US and the Russian/constructivist US studies in order to examine closely the traditional and the constructivist teaching practises. In the first study US traditional teachers were statistically higher on 'facilitating the learning process' and 'context-specific pedagogy'. Russian teachers were higher on the 'content' category. In the second study the experienced constructivist US teachers were statistically higher on all four categories and the total rubric score. The educational culture of both countries is very traditional. However, the reform movement in science education has changed some US teachers, and is in the process of changing some Russian teachers. Both countries are working on the reform process. The results of this study provide baseline information on a small group of Russian teachers, who have chosen to be a part of the ideas contained in the US science education reform movement. The study also promotes the mutual understanding of both cultures among teachers, administrators, and researchers, which should ultimately form a bond for working together on common educational issues. 相似文献
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While constructivism has emerged as a major reform in science education from the last decade, wide-spread adoption of constructivist
practices in school laboratories and classrooms is yet to be achieved. If constructivist approaches are to be utilised more
widely, teachers will need to accept a more active and constructivist role in their own pedagogical learning. One experienced
junior science teacher was able to implement constructivist approaches in her classroom by using a personally constructed
metaphor to guide her practice.
Specializations: science education, teaching of thinking, professional development.
Specializations: constructivism, professional development. 相似文献
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Guoyuan Sang Martin Valcke Johan van Braak Chang Zhu Jo Tondeur Kailian Yu 《Asia-Pacific Journal of Teacher Education》2012,40(4):363-378
The present study aims to challenge primary school science teachers' beliefs about education and teaching efficacy, as well as their teaching practices, through a video-case-based intervention programme in a Chinese educational setting. A total of 46 in-service teachers were involved in this study (experimental group = 23, control group = 23). Pre- and post-intervention surveys were administered to examine possible changes in the participants' beliefs about education and science teaching efficacy. Video data were gathered through classroom observations of 9 participants from the experimental group and 9 participants from the control group. The results of one-way analysis of covariance indicate that the reported post-intervention beliefs of teachers who participated in the programme differed significantly from their pre-intervention beliefs. More specifically, teachers in the experimental groups reported fewer traditional and more constructivist beliefs after the intervention, as well as stronger personal science teaching efficacy beliefs. One exception included beliefs about science teaching outcome expectancy. The video data showed that teaching practices became more constructivist in terms of both practical activities and student ICT use. 相似文献
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Lillian T. Muofhe 《Equity & Excellence in Education》2013,46(4):417-432
This article is a study of a South African teacher educator's interpretations and approaches to implementing a constructivist approach to teaching. It examines his beliefs about teaching physical science to prospective teachers as it relates to his aligning his teaching with the new reform: outcomes-based education. The goals of the reform include emphasis on cooperative learning, a student-centered approach, and focus on teaching for conceptual understanding. Through observations, interviews, and documents (assignments for students, graded group assignments, and course outlines), I examined this teacher educator's interpretations and approaches to implementing constructivist curriculum and his understanding of the reform. The findings show that without confronting teachers' beliefs about teaching and learning, providing clear meaning of reforms, and facilitating in-depth professional development, the interpretation and implementation of reforms will be hindered. 相似文献
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Constructivism in School Science Education: Powerful Model or the Most Dangerous Intellectual Tendency? 总被引：1，自引：0，他引：1
This paper explores and challenges a numberof the assumptions and claims commonly associated with a constructivist approach to school scienceeducation, e.g., that constructivist ideas aboutlearning require a progressive pedagogy or that`active learning' demands engaging students withpractical activities. It suggests that constructivistideas have a particular appeal within primaryeducation because they help to justify classroompractices and activities that primary school teachers,for a variety of other reasons, regard as important.It is suggested that the recent dominant emphasis uponconstructivism in science education has narrowed boththe professional and the research agenda relating toschool science teaching. The paper argues for greaterclarity and precision when referring to constructivistideas in science education and for a betterunderstanding of the role that learning theoriesshould play in influencing the ways in which scienceis taught in schools. 相似文献
17.
多媒体教学技术与建构主义学习理论的运用及策略 总被引：1，自引：0，他引：1
丰华琴 《南京晓庄学院学报》2006,22(1):38-41
多媒体技术在教学中的运用是高校教学改革的重要手段之一。建构主义学习理论是一种先进的教育理论,它对目前的教育教学改革具有重大的指导意义。建构主义学习理论在教学中的运用,离不开多媒体技术的支持,二者是相辅相成,互为支撑的。运用多媒体教学技术,要注意教师边缘化等问题。 相似文献
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Constructivism is a set of beliefs that can be used by teachers to think about learning and teaching and to plan and enact
a science curriculum. This paper is a fictional account of an elementary science teacher and her use of constructivism as
a referent for her various roles as a science teacher. The paper also describes how the teacher came to teach in this manner,
describing her involvement in staff development activities and an evolution in her thinking from an ojectivist to a constructivist
system of semantics. Implications are presented for the reform of science education. 相似文献
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开展思想政治理论课研究性教育教学是高等学校思想政治理论课教育教学改革,提高实效性的重要途径,马克思主义人学理论以及认识论、人本主义教育理论、建构主义理论终身学习理论等为高等学校思想政治理论课研究性教育教学体系提供了理论基础。 相似文献
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更新教学内容、改革教学方法、提高人才培养质量,是当今物理教育乃至整个科学教育界面临的一个重要的教学改革问题;然而,在具体的实际操作过程中,至今仍没有成功的经验可以借鉴,我们在进行“潜科学在物理教育中的应用研究”工作中,将潜科学的理论与思想方法融入物理课堂教学,达到了培养素质、提高能力的教学改革目的．本文结合教学改革实践,将潜科学融入光学课堂教学,探讨教学改革的规律． 相似文献