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正上个世纪九十年代,我曾作为自治区中学英语教师代表赴美国参加AFS国际文化交流项目,到美国明尼苏达州本那斯威高中(在美国,7—8年级或6—8年级相当于我国的初中,9—12年级相当于我国的高中)学习和工作了一年,切身体会到了美国中学对学生创新能力培养的重视。近年来,我校开展了一系列国际理解教育的实践,与美国等国的一些学校加强了联系,作为我校国际理解教育项目的负责人之一,我对如何培养学生创新能力这个问题有了更多的思考。美国中学重视学生创新能力培养在传授知识与培养能力两种目标之 相似文献
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提高学生的情绪智力一直是美国教育界关注的热点问题。近年来,美国中学教师结合萨洛维和梅耶的情绪智力理论对学生的情绪智力进行了培养,具体的实施过程包括感知情绪、运用情绪、理解情绪、管理情绪四个方面,注重学生的差异性、培养策略与方法的训练以及与现实生活的联系。 相似文献
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美国中学教师面临的困境
美国中学的学生，很多来自较大的移民社区，家庭经济条件不是很好，而且他们外语水平较差，阅读和计算能力不足，甚至有些还有比较严重的行为问题。面对这些学生，美国中学教师承担着巨大的压力，新老师更是如此。 相似文献
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美国中学的学校、课程设置、课堂教学和评价制度具有鲜明特色,在育人价值观方面与中国存在明显差异。学习和研究美国中学教育特色,总结美国学校发展的经验,对我国中学教育实践具有巨大的借鉴作用。一、学校特色1.专用教室为教师的个性化教学提供了展示平台美国中学实行走班制,学生没有固定的教室,上完一节课需要跟据课程安排赶到另一间教室继续 相似文献
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美国科学教师培养的NSTA标准是制定科学教师培养项目的全国性指导文件。NSTA标准具有重视培养科学教师的科学素养、构建有效的知识结构——学科教学知识（PCK）、注重从课程设计——实施——评价——反思一体化的专业技能的培养、重视交流与合作的专业发展活动等特点。教师专业化是当前我国教师教育改革的核心问题,对美国NSTA标准进行研究,可为我国教师教育标准的制定提供参照。 相似文献
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美国科学教师培养的NSTA标准是制定科学教师培养项目的全国性指导文件.NSTA标准具有重视培养科学教师的科学素养、构建有效的知识结构--学科教学知识(pcK)、注重从课程设计——实施——评价——反思一体化的专业技能的培养、重视交流与合作的专业发展活动等特点.教师专业化是当前我国教师教育改革的核心问题,对美国NSTA标准进行研究,可为我国教师教育标准的制定提供参照. 相似文献
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一、美国中学教师网络学习团体
1．美国中学教师面临的困境
美国中学的学生，很多来自较大的移民社区，家庭经济条件不是很好，而且他们外语水平较差，阅读和计算能力不足，甚至有些还有比较严重的行为问题。面对这些学生，美国中学教师承担着巨大的压力，新老师更是如此：他们不但要保证正常教学，为学生作出榜样，而且还要随时准备应付一些教育突发事件，因而新教师经常发现他们置身于困难的环境。他们在师范教育中所学到的知识还不足以应付目前的教育现实。在实际的教学中他们又缺乏来自各方面的支持，面对众多学习困难的学生和糟糕的学校环境，他们很容易对教育事业丧失信心。 相似文献
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The number of induction programs available to teachers is increasing rapidly, and by necessity these programs are designed to meet the needs of all teachers regardless of their preparation and academic background. This study examines the impact of a science‐focused induction program on secondary science teachers from different preparation programs. The 16 teachers were first‐year secondary science teachers who graduated the previous year from one of four different teacher‐preparation programs. All teachers were monitored during their first year of teaching, as they participated in the induction program, to understand their teaching beliefs, instructional practices, and experiences in the classroom. The analysis of data revealed that the preservice training of a science teacher influenced the type of support the teacher derived from the science‐focused induction program. Teachers from a preservice program with an extended student‐teaching experience and two science methods courses held beliefs aligned with student‐centered practices and implemented more reform‐based lessons than did other teachers during the year. This study reinforces the importance of induction programs for teachers and suggests that there is a need for specialized support programs for beginning science teachers. The study also provides specific suggestions for improving the preparation of secondary science teachers. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 963–985, 2006 相似文献
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丁邦平 《陕西师范大学继续教育学报》2011,(2)
我国小学科学教师职前培养已形成了四种主要模式。不同模式的小学科学教师教育在科学类专业课程、教育类专业课程和专业实践课程上差异较大,在小学科学教师继续教育和专业发展方面也存在多种多样的方式。当前我国小学科学教师教育存在的五个方面的问题,针对这些问题作者提出了改进小学科学教师教育及其专业的五条建议。 相似文献
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Stephen M. Ritchie 《Research in Science Education》1993,23(1):236-242
Research undertaken by educational researchers based in universities has not had the desired impact on the practices of classroom
science teachers. Yet Goodlad (1990) has argued that if teaching is to be recognised as a profession there is a great need
for the marrying of the knowledge of the practitioner with that of the researcher. Student teachers might learn to respect
the potential for such a union by undertaking minor classroom research projects during their teacher preparation programs.
This paper discusses the role of research projects in pre-service teacher preparation with reference to an inquiry conducted
with teacher education students.
Specializations: science education, teacher learning and preparation, teaching thinking. 相似文献
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Rita Hagevik William Veal Erica M. Brownstein Elizabeth Allan Cathy Ezrailson Joseph Shane 《Journal of Science Teacher Education》2010,21(1):7-12
The 2003 National Science Teachers Association Standards for Science Teacher Preparation (NSTA-SSTP) were developed to provide guidelines and expectations for science teacher preparation programs. This article
is the fourth in a special JSTE series on accreditation written to assist science teacher educators in meeting the NSTA-SSTP. In this article, the authors discuss pedagogical content knowledge and how this is expressed in the NSTA-SSTP. Included are competencies and examples needed for a science teacher preparation program to document developing pedagogical
content knowledge in preservice science teachers. 相似文献
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David E. Long 《科学教学研究杂志》2012,49(1):122-139
This paper analyzes recent research conclusions regarding biology teacher attitudes toward evolution, and the variable implementation of evolution in the high schools nationwide. Berkman and Plutzer (2010. Evolution, creationism, and the battle to control America's classrooms. New York: Cambridge University Press) conclude that due to a large portion of high school biology teachers compromising or downplaying evolution in the curriculum, the placement of evolution specific courses in biology teacher preparation programs will steer evolution deniers away from the field. In this paper, such arguments are situated in a larger historical and philosophical context of science education. By discussing recent sociological insight into the religiosity of education majors and education faculty, new questions are raised about student and teacher ontology, what this means for understanding science, the politics of science teacher education programs, and the epistemological and ethical limits of science education standards to dissolve Creationism. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 122–139, 2012 相似文献
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Mangrubang FR 《American annals of the deaf》2005,150(1):42-46
Science teachers are leaving their profession. They feel overwhelmed by the expectations and scope of the job and isolated and unsupported in their classrooms. They also feel that expectations are unclear. The statistics on turnover among new teachers are startling. School administrators, science teacher leaders, and teacher education programs can do much more to promote better preparation of science teachers and to recruit new teachers into science teaching. In particular, the author focuses on relevant research and on recommendations for educational researchers and policymakers interested in improving and retaining qualified science teachers in classrooms. 相似文献
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This paper focuses on a 3-year, longitudinal study of the implementation of coteaching, as an innovative approach for preparing high school science teachers enrolled in an undergraduate science teacher education programme located in the United States. The coteaching|co-generative dialogue|co-respect|co-responsibility dialectic is introduced as a way to conceptualise coteaching practice and support successful implementation. We also discuss means to introduce coteaching into the preservice programs and report on findings from an evaluative study of the implementation process. Coteaching has the potential to re-conceptualise teacher preparation and professional development models for science teachers. 相似文献
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Mary M. Atwater 《Journal of Science Teacher Education》1989,1(1):17-20
Overall, too few science teachers are being prepared in this country, and ethnic minority students are rarely enrolling in
science teacher education programs. Thus, it is particularly important that multicultural education be included in science
teacher education programs. I do not believe that science teacher educators will be able to prepare significantly more minority
science teachers in the near future to teach the growing number of minority students in schools. Consequently, science teacher
education programs must begin producing multicultural teachers. If we do not, then millions of children will not receive an
adequate science education, let alone a good one. 相似文献
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Jill McNew-Birren Tyra Hildebrand Gabrielle Belknap 《Cultural Studies of Science Education》2018,13(2):437-462
Teach For America (TFA), a widespread and well-known route into the teaching profession, frequently partners with university-based education programs to prepare and certify its corps members. However, university-based teacher education programs frequently emphasize very different understandings of socially just education and priorities for training teachers from those of TFA. Accordingly, science teachers trained through TFA-university partnerships encounter conflicting understandings of science education, justice, and urban communities as they are introduced to teaching practice. In this ethnographic case study we explored the experiences and reactions of a cohort of TFA corps members in a science methods course as they engaged with TFA’s perspective focused primarily on enhancing students’ social mobility and the methods course emphasizing democratic equality through scientific engagement. The study considers intersections between TFA’s approach to teacher preparation and sociocultural perspectives on equitable science teaching. The study also lends insight into the contradictions and challenges through which TFA science teachers develop understandings about their role as science teachers, purposes and goals of science education, and identities of the students and communities they serve. 相似文献