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1.
五年制小教专科课程建设的认识 总被引：1，自引：0，他引：1
陈韶华 《安顺师范高等专科学校学报》2003,5(4):33-35
五年制小教专科教育课程建设既要融入高等师范教育课程改革体系，又要从小学课程改革的实际出发，顺应义务教育新课程改革的新形势。构建“综合培养、理渗透、四块结合、五年一贯、预专分段”的培养模式；突出学科思想和方法的教育；注重应用能力的培养；开发学生的学习、创造性潜能；大力推广现代网络、信息技术辅助教学；增加教育学科课程比例；提升学生教学能力的“大专性”和“学术性”。 相似文献
2.
为适应我国新一轮高中数学课程改革的挑战,高中教育应加紧培养出符合当前课程改革需要的教师队伍。“高中数学教材教法”课程改革的实践是关于课程内容与教学方法的改革。教学方法改革的内容是:以适应新时期的教育思想和教育观念指导教学;改革传统的教学方法,注重培养学生的创新意识和实践能力;加大教师职业技能训练的力度;注重在教育教学中让学生多接触体现新思想新观念的教学方法;强化对教育教学的指导工作。 相似文献
3.
在课程改革的新理念指导下．教师应改变过去过于强调的接受学习、死记硬背、机械训练的教学方法．使学科教育的中心由学科转向教育．体现“以人为本”的教育思想,注重发展学生的智力。培养其能力。本文认为,初中历史课改教学应采用多种教学手段,激发学生的学习兴趣;指导学生掌握一定的学习方法。养成良好的学习习惯,学会学习;开展形式多样的活动,培养学生的综合能力;改善教学,培养学生的创新思维。 相似文献
4.
周丹 《无锡教育学院学报》2005,(Z1)
面对基础教育课程改革的新形势,高师小学教育专业必须予以积极回应:提升培养目标,突出“现代性”、“优质性”以及“教师自我发展能力”等方面的培养,以适应基础教育课程改革对教师角色的新要求;优化培养模式,“综合培养”、“文理分向培养”、“特色培养”相结合,努力使学生成为复合型、适应性强、发展后劲足的新型教师,以适应教师教育由终结型向终身型的转换;调整课程结构,构建“科学与人文并重、学科与教育双轨、理论与实践互补、分科与综合结合”的课程体系,加大选修课程的比例,以适应基础教育课程改革综合化的要求。 相似文献
5.
广德明 《黑龙江教育学院学报》2006,25(1):63-66
课程改革本质上是对教育教学规律的再探索,其根本目的是为了学生的发展。立足有效教学推进课程改革应该处理好四个问题:立足师德构建民主、平等、和谐的新型师生关系,是促进学生发展的前提和基础;立足学情开发利用课程资源,防止课程资源的流失,是有效教学的资源保证;立足学生发展实现信息技术与学科教学的整合,是有效教学的技术手段;立足以人为本向学习方式多元化转变,是培养学生“学会求知”和获得终身学习能力的根本途径。 相似文献
6.
培养专家型、创新的教师队伍，必须改革现行高等师范院校学科教育类课程，最终把高等师范院校建设成“为基础教育培养师资的中心”和“教育科学研究中心”。我们从学科教育学建设入手，把学科教育课程分为学科教育基础课、学科教育专业课、学科教育专题课三个层次，按必修课、必选课和任选课三种方式组织授课，取得了较好的教学效果，毕业生的教育教学能力和教育科研水平有了显著提高。 相似文献
7.
《基础教育课程改革纲要(试行)》明确提出课程结构要改变“过于强调学科本位、科目过多和缺乏整合的现状”,小学阶段则应“以综合课程为主”。《小学教师专业标准(试行)》要求小学教师“适应小学综合型教学的要求、了解多学科知识”“了解所教学科与社会实践的联系、了解与其他学科的联系”。从知识能力结构、课程设置、教育教学模式、情感态度等方面提出小学全科教师培养路径。 相似文献
8.
“大学服务社会”与“创新创业教育”是威斯康星思想的核心理念,更是社会实践一流课程的灵魂所在。高校社会实践一流课程应以培养学生综合能力为主,通过社会活动、学科竞赛、实践调研等方式帮助学生加深对专业知识的理解与运用,将“高校—师生—社会”等多方利益紧密结合,构建多元共赢的实践教学新体系。以“中国社会实践”课程改革为例,课程以威斯康星思想为启示,构建出“纵向教学”与“横向教学”相结合的实践教学模式,并对传统的实习鉴定考核模式进行了优化。课程将学科竞赛作为实践教学模式改革的试金石,并将项目策划全面融入实践教学内容,打造出高校社会实践课程新模式。 相似文献
9.
近代以来我国社会的发展为重视基础知识和技能掌握的我国学科教育传统提供了文化基础,“双基教学”吸收了发展学生学科能力的教育思想,是我国学科教育传统的现代发展。当前的基础教育课程改革需要立足社会文化传统与现实,扬弃“双基教学”传统。 相似文献
10.
吴波 《新课程导学(上)》2009,(12):50-50
综合实践活动课程是新课程的一道美丽的风景,其目的在于改变传统的教与学的方式,使学生得到全面、健康的发展。综合实践活动课程没有固定现成的教材,课程改革紧紧围绕“教育创新”这个主题,但综合实践活动课教学内容越来越贴近学生的社会生活实际,它是一门培养学生自主学习能力,锻炼学生创新精神的活动学科。综合实践活动课程教学,需要我们培养学生学会自主探究,善于独立思考,具有创新意识和分析解决问题的能力。“会学习、会创造”,最终达到学以致用的目的。所以培养学生的自主学习能力是综合实践活动课的一项刻不容缓的任务。现结合综合实践活动课的教学,浅谈培养学生自主学习能力的几点体会。 相似文献
11.
M.V. Sá 《Teachers and Teaching》2016,22(4):504-518
Despite the Bologna agreement implementation in 2008, teachers' education in Portugal has not changed significantly from earlier practice. The major modification in the requirements of master’s level teacher education programmes was the introduction of a strong component of educational research in a master’s degree; this is designed to replace an educational monograph in the typical 5-year ‘Licenciatura’. Both a professional one-year in-school pedagogical stage and a fifth year as a university student continue to be mandatory, as well as the stage co-supervision of the university and the school. However, existing government regulations imply that in the very near future the full professional education of teachers will have to be complemented with an in-service probation year conducted under the supervision of a school mentor. The current study has been designed to try to determine: (a) how the activities of the probation year should be organised in order to improve this stage of professional education; and (b) how probation years could be used to promote school–university partnerships that could provide for more effective in-service teacher education and/or possible shared educational action research. Drawing on the survey data from pre-service students from four different universities, novice teachers, stage supervisors and school principals, information was collected on the perceptions of the quality and scope of the professional education of future teachers from the beginning of their programmes through their pedagogical stage. A high degree of agreement among all the respondents enables us to point towards the perceived high quality of several components of the teacher education programmes, e.g, teachers’ ability to plan a lesson using different teaching strategies and the high value-accorded school–university collaborations. The results also show the weaknesses of other components, e.g, teachers’ skill with controlling badly behaved students and their ability to capture students’ attention and motivation. Based on these results and on our knowledge about the type of professional support needed to promote teaching practice, we conclude with a holistic plan designed for teachers’ professional education during the pre-service pedagogical stage and the in-service probation year. 相似文献
12.
《Teaching Education》2013,24(3):353-361
Implementing meaningful educational change may be fostered by various types of institutions. One facet of current educational reform in the United States is focused on realignment of state and school district curriculum to reflect national academic standards. Graduate education courses bolster these initiatives by offering teachers opportunities to redesign curriculum in a supportive setting. Curriculum revision to meet new academic standards requires a comprehensive understanding of model design to facilitate emphasis on designing appropriate pedagogical approaches. This article describes utilizing web-based models in interdisciplinary curriculum to meet these goals as part of a graduate teacher education course. 相似文献
13.
韩国的数学教师职前教育体制有如下特点:类型多样的教师职前培养机构、严格的公立学校数学教师聘任制度、定期的教师教育机构评估制度.小学数学教师教育课程具有综合性、多样化特点;中学数学教师教育课程更重视学科知识.韩国数学教师职前教育对中国的数学教师教育有如下启示:建立多元的办学体制,致力于专业化的数学教师培养;以教师聘任制度和教师教育机构评估制度促进数学教师培养质量的提高;在学科课程和教学法课程之间寻求恰当平衡. 相似文献
14.
Human Relationships Education is a very important part of primary school student‐teacher education. All primary school children need sound guidance and enhanced knowledge about puberty, growing up successfully, and feeling competent and confident in themselves. An interactive multimedia CD‐ROM was designed and developed for some Australian university student‐teachers in the final fourth year of their Bachelor of Education (Primary School), and addresses the Human Relationships Education curriculum. This paper analyses some of the pedagogies used in this pastoral care learning as examples of a Constructivist approach to designing multimedia interactivities based on Anderson and Krathwohl's learning framework. Such an approach may be useful for other educational designers to improve student‐teacher involvement in their pastoral care learning, to provide pedagogical variation and to use interactive multimedia, thus enhancing learning outcomes for student‐teachers and, in turn, their primary school students. 相似文献
15.
高师教育类课程有效性教学的调查与思考——基于小学教育本科专业的样本 总被引：3，自引：0，他引：3
黄小莲 《课程.教材.教法》2007,(7)
新课程改革非常强调有效教学的理念,有效教学是所有教育教学改革的共同追求。对高师教育类课程有效性教学的调查主要从课程和教学两个角度,基于小学教育本科专业的样本,通过实证研究,发现师范生对教育类课程兴趣不高,教育类课程内容脱离教育实践,教育类教师的课堂教学方法有待改善。针对教育类课程教学存在的现状,我们从促进有效性教学的视点提出了相应的解决策略。 相似文献
16.
Elizabeth Dunphy 《International Journal of Early Years Education》2009,17(1):3-16
Issues of pedagogy are critical in all aspects of early childhood education. Early childhood mathematics is no exception. There is now a great deal of guidance available to teachers in terms of high‐quality early childhood mathematics teaching. Consequently, the characteristics of high‐quality early childhood mathematics education are clearly identifiable. Issues such as building on young children’s prior‐to‐school knowledge; engaging children in general mathematical processes; and assessing and documenting children’s learning are some of the key aspects of high‐quality early childhood mathematics education. The extent to which teachers of four‐ and five‐year‐old children in primary schools in Ireland incorporate current pedagogical guidance in early childhood mathematics education was explored in 2007 in a nationally representative questionnaire survey of teachers of four‐ and five‐year‐old children attending primary schools. This paper presents some of the findings of the study in relation to teachers’ self‐reported challenges, difficulties and priorities in teaching early childhood mathematics. Implications are drawn for professional development, curriculum guidance and educational policy. 相似文献
17.
Erin Sharpe 《Environmental Education Research》2009,15(3):299-313
Although the global call for environmental education is persistent, on a local or regional level, this call can be confronted by educational policies that drive environmental education out of the curriculum. This paper reports on a qualitative case study of the factors contributing to the sustainability of three teacher‐driven integrated curriculum programs (ICPs). Four key factors were identified: financial self‐sufficiency and physical isolation (program separation); and visibility of teachers in the school and support from a broad network of allies (political connection). This paper suggests that ICPs can be further supported by fostering pedagogical kinships and expanding counter‐praxis discourse. The paper also highlights the importance of ‘ground‐up’ programs in sustaining environmental education in periods of educational conservatism. 相似文献
18.
波普科维茨从生产性权力观的角度出发,对学校教育系统中的权力作了不同于主流批判教育思想的解释.在波普科维茨看来,权力借助知识(或言日常教育话语)发挥效应,从而规范着教育主体的所思、所言、所行.而在这一过程中,学校通过运用"牧养权力"的心理学技艺、"群体推论"的教育学技艺和"学科炼金术"的课程技艺产生着规范、规训的功能,从而建构了儿童之间的差异,加剧了自身内部的不平等,同时也使单纯诉诸于完善课程、教学和师资的教育公平难以实现. 相似文献
19.
Gavin Ward 《Education 3-13》2013,41(6):562-585
A detailed insight into how the current educational climate influences the pedagogical decisions made by primary school teachers when teaching games is limited. Studies examining the pedagogical content knowledge (PCK) of teachers within physical education have revealed its close relationship with specific forms of subject knowledge. In recognition of this, Veal and MaKinster's framework of general, domain and topic-specific PCK was employed to examine 12 primary school teachers' PCK of games. It was concluded that when personal experiences of pedagogy and content knowledge are unchallenged and reinforced by teachers' training and continuing professional development (CPD) programmes, very narrow topic-specific PCK results. This PCK was characterised bythe inseparable paring of constricted pedagogical strategies and limited content knowledge. When teachers do not integrate this very narrow topic-specific PCK with other types of PCK, it has significant repercussions upon the planned curriculum and learning experiences offered to pupils. 相似文献
20.
Anneli Niikko 《Scandinavian Journal of Educational Research》2013,57(5):431-445
This study was conducted during the academic year 2002–2003 in a municipality in Eastern Finland. It focuses on pre‐school education assessing its quality factors from the parents’, teachers’ and children’s points of view. Theoretically, the study focuses on analyses of the purposes of the national core curriculum and pedagogical issues that are related to understanding quality in pre‐school education. According to this study, parents, pre‐school teachers, and children are satisfied with pre‐school education in general. They all emphasize its importance for children’s development in the areas of cognitive and social skills and development. Results clearly show that pre‐school education should be revised to meet the needs of improvement in the area of co‐operation, the expectations of modern society, and the aims of the national curriculum. In addition, pre‐school education is still searching for its own cultural position in the area of Finnish school and daycare systems. 相似文献