共查询到20条相似文献，搜索用时 218 毫秒
1.
科学实验是在生产实践基础上分化而来的,作为一种认识自然的研究方法,它许多方面优于一般的观察和生产实践活动.科学实验水平受人们认识能力及实验设备的限制具有局限性.认识达到新层次必须运用理论思维.科学实验和理论思维的辩证统一促进科学的研究与发展. 相似文献
2.
谈谈教育实验的科学性及其无关因子控制 总被引：1，自引：0，他引：1
教育实验是指主要用实验法进行的教育课题研究。如果一项教育课题不用实验法进行研究,那就不能称为教育实验。随着素质教育的逐步推进和深入,一个群众性的科研热潮正在兴起,参与教育科学实验的中小学教师、教育工作者与日俱增,这是非常可喜的现象。然而,与此并生的是,教育科学实验的庸俗化,有的同志把教育科学实验等同于一般的研究,甚至把一般性的解决问题的过程也称之为教育科学实验。鉴于此,笔者就教育科学实验的科学性问题谈一些不成熟的看法。一、教育科学实验的基本特征实验法原本应用于自然科学领域,后来逐渐推广到社会科学领域,特别… 相似文献
3.
科学活动对幼儿好奇心发展影响的实验研究 总被引：1，自引：0，他引：1
本文选取幼儿园不同年龄班的 2 6 3名幼儿为被试 ,采用教育实验法 ,分别用科学观察、科学制作、科学实验为载体对幼儿好奇心发展进行研究。得出结论 :科学活动能有效地提高幼儿好奇心水平 ;不同年龄班应采用不同的活动形式激发幼儿的好奇心 ;不同年龄班幼儿好奇心发展具有不同的优势领域。本文提出了相应的教育建议 相似文献
4.
姜军峰 《希望月报(上半月)》2007,(8):132-133
本文通过笔者十几年的物理,化学和生物方面的教学,特别是对新课程实行以后的学生的科学实验教育的思考和研究,分析了科学实验在初中教学中的重要性和必要性,提出了科学实验教学的原则、方式、方法,应该注意的问题,及科学实验和学生的思维发展的关系,揭示了科学实验是培养学生创新思维的有力工具,也是提高学生科学成绩的有效手段. 相似文献
5.
教育实验若干理论问题的探讨 总被引：1，自引：0，他引：1
教育实验若干理论问题的探讨西北师范大学王嘉毅教育研究就是运用科学的方法和手段，探讨教育、教学活动的本质规律的一种认识活动。因此，要想使教育研究更好地为教育理论和教育实践服务，就必须掌握科学的研究方法。“教育实验法是行之有效的教育科学研究方法之一”［１... 相似文献
6.
李丽秋 《读与写:教育教学刊》2021,(12)
小学科学是一门具有科学性和人文性的学科,如果没有科学探究,就没有当今世界的迅速发展。随着教育界对科学实验的重视,小学科学教学也得到了微妙的改变,教师基于科学核心素养同时也在研究实验教学路径,让学生在实验中感受自然现象的神奇之处和美妙之处,培养学生的科学实验精神,让孩子从小树立正确的科学实验意识,本文就小学科学核心素养培养的实验教学路径展开讨论。 相似文献
7.
初中科学是一门以实验为基础的学科。通过实验教学不仅可以让学生更好地掌握所学科学知识,而且能够培养学生的创新和思维等能力。鉴于科学实验的重要作用,本人在初中科学教学中对实验教学进行了探索研究,并探寻出几点实验教学的方法,以期能够对初中科学实验教学有所借鉴和帮助。 相似文献
8.
初中科学是一门以实验为基础的学科.通过实验教学不仅可以让学生更好地掌握所学科学知识,而且能够培养学生的创新和思维等能力.鉴于科学实验的重要作用,本人在初中科学教学中对实验教学进行了探索研究,并探寻出几点实验教学的方法,以期能够对初中科学实验教学有所借鉴和帮助. 相似文献
9.
科学实验址科学研究的重要方法,在小学科学实验巾的教学,虽然没有科学家所做的科学实验那样复杂和规范,但其目的还是让学生像科学家那样,用科学的方法去探索,认识科学界的事物的性质和规律,从而培养他们独立、主动的探索精神和动手完成能力,达到科学启蒙教育的目的. 相似文献
10.
一、什么是科学“树干型目标实验活动”在科学教学中,实验是引导学生认识科学和研究科学的重要方法。然而,在当前的科学实验教学中,实验课往往还是教师演示。学生观看．有时甚至是教师以讲解代替操作,学生动手机会少。这样。学生所学的知识缺少实践的检验。没有具体体验, 相似文献
11.
邢兰芹 《陕西教育学院学报》2011,27(4):92-94
幼儿科学教育是科学启蒙教育,学习科学的过程是幼儿主动探索的过程。幼儿科学素养培养方法的科学合理性至关重要,直接影响幼儿科学素养培养的成效。对科学素养内涵的认知和幼儿园科学教育的目标解析是幼儿科学教育方法的基础。观察法和模拟实验法是幼儿期孩子科学素养培养的主要方法,这些方法的实施必须遵循安全性、兴趣性、时空性和持续性原则。 相似文献
12.
《Early education and development》2013,24(2):95-108
Often early childhood educators who fail to frame their research or research methods in positivist traditions or theories of developmental psychology find themselves marginalized in their own field. A reason for the lack of recognition or acceptance of critical theoretical perspectives in early childhood education is the century-long domination of psychological and child development perspectives in the field of early childhood. A second reason relates to the important separate institutional histories of early and elementary education in the United States within academia. This paper explores both the disciplinary and institutional history of early childhood education in an effort to explain the continuing lack of acceptance of critical science perspectives in the field. The costs of this reliance in the past and for the future are discussed. 相似文献
13.
Marianne N. Bloch 《Early education and development》1991,2(2):95-108
Often early childhood educators who fail to frame their research or research methods in positivist traditions or theories of developmental psychology find themselves marginalized in their own field. A reason for the lack of recognition or acceptance of critical theoretical perspectives in early childhood education is the century-long domination of psychological and child development perspectives in the field of early childhood. A second reason relates to the important separate institutional histories of early and elementary education in the United States within academia. This paper explores both the disciplinary and institutional history of early childhood education in an effort to explain the continuing lack of acceptance of critical science perspectives in the field. The costs of this reliance in the past and for the future are discussed. 相似文献
14.
Ying Tao Mary Oliver Grady Venville 《International Journal of Science and Mathematics Education》2012,10(6):1269-1302
The purpose of this research was to explore the long-term outcomes of either participating or not participating in early childhood science education on grade 6 students?? conceptual understanding of science. The research is situated in a conceptual framework that evokes Piagetian developmental levels as both potential curriculum constraints and potential models of efficacy. The research design was a multiple case study of grade 6 children from 3 schools in China (n?=?140) who started formal science education in the third grade and grade 6 children from 3 matched schools in Australia (n?=?105) who started learning science in kindergarten. The students?? understanding was assessed by a science quiz and an in-depth interview. The data showed that participating children from the high socioeconomic schools in China and Australia had similar understandings of science. Divergence between the medium and low socioeconomic schools, however, indicated that the grounding in early childhood science education in Australia may have placed these children at an advantage. Alternative explanations for the divergence, including the nature of classroom instruction in the two countries, are discussed. 相似文献
15.
In this study, we investigated the debugging process that early childhood preservice teachers used during block-based programing. Its purpose was to provide insights into how to prepare early childhood teachers to integrate computer science into instruction. This study reports the types of errors that early childhood preservice teachers commonly made and how they debugged the errors. Findings are discussed in relation to research and practice that could benefit from debugging instruction. This study provides directions for future computer science education research that aims to prepare teachers for programming, computational thinking, and STEM education. Though this study used robotics as a programming context, findings on early childhood preservice teachers’ debugging processes could be applicable to other contexts involving block-based programming. 相似文献
16.
学前教育研究方法作为一个学科知识概念,极少有明确和直接的定义表述,其构建遵循了科学研究——教育科学研究——学前教育科学研究——学前教育科学研究方法的思路,科学方法和教育研究方法是其建构的两大直接理论来源。通过日常语义分析,可以发现学前教育研究方法是一个动静结合并有着复杂层次的概念。作为静态的形成性知识,学前教育研究方法指研究者在学前教育研究过程中所使用的一整套完整的方法体系,是为实现研究目的而采用的所有计划、策略、手段、工具、步骤以及过程的总和,是学前教育研究的思维方式、行为方式以及程序和准则的集合,包括方法论、研究方法方式、具体技术和技巧三个层面;从其动态生成的过程来看,学前教育研究方法是由一整套专业概念和术语、命题构成并支持着的系统化方法理论,在不同的研究阶段有着不同的知识表现形式,从历史形成、档案存留,到知识传授、具体应用、工具性应用等。持有这种概念理解,有助于我们克服简单、静止和僵化的思维方式,放弃寻找普遍的、万能的学前教育研究方法模式的企图,而能以复杂和开放性的眼光看待学前教育研究方法问题。 相似文献
17.
秦丽华 《陕西教育学院学报》2014,(6):6-9
科学素养是国家公民必须具备的素养之一,高等师范双语学前教育专业学生的科学素养,直接影响着幼儿园科学实验活动的开展,关系到幼儿的科学素养能否全面发展,也标志着幼儿教师专业技能的水平高低。但是,我们在《学前儿童科学教育》课程教学的实施过程中发现,双语学前专业的大学生普遍感觉课程理论色彩太强,缺乏实践操作性,枯燥乏味无趣,想要提升双语学前专业大学生的科学技能和科学素养就变得非常困难。为此,针对双语学前教育专业大学生的学习问题进行了问卷调查,并根据调查和研究,提出了改进的措施和策略。 相似文献
18.
追寻儿童科学教育的真义:对我国幼儿园科学教育的审思 总被引：1，自引：0，他引：1
回顾我国幼儿园科学教育课程设置80多年的历程,可以发现偏狭的理性主义价值观与工具主义价值观是多年来儿童科学教育课程的取向.本文在分析、批判这种取向的基础上提出儿童科学教育应以培养儿童的科学素养为其价值定位,应以探究、体验、发现为核心,以追寻儿童科学教育的真义. 相似文献
19.
Barbara Jordan 《Research in Science Education》1992,22(1):240-247
Attitudes to science develop early in life. In early childhood, the almost exclusively female staff members lack confidence
in the area of science, and are therefore unable to develop an adequate science program for their children. In an action research
project involving one third of the adults staffing a playcentre, during one term, the science programme in the centre was
considerably improved, on measures of dialogues with the children, and of planning activities specifically for science. The
staff members, mothers in the playcentre, reported increased confidence in talking with children about science topics, and
a significant change in their interaction patterns both with their own families and with other children in the playcentre
science programme. The action research method was found to be particularly helpful in supporting the group of parents in improving
their centre's science program.
Specializations: mathematics and science curricula and teacher education in early childhood. 相似文献
20.
Hope K. Gerde Rachel E. Schachter Barbara A. Wasik 《Early Childhood Education Journal》2013,41(5):315-323
Researchers and practitioners have become increasingly interested in how early childhood programs prepare young children for science. Due to a number of factors, including educators’ low self-efficacy for teaching science and lack of educational resources, many early childhood classrooms do not offer high-quality science experiences for young children. However, high-quality science education has the potential to lay an important foundation for children’s knowledge and interest in science as well as reinforcing and integrating critical language, literacy, and math readiness skills. This paper examines the current research on science in preschool classrooms and provides suggestions on how to teach science that supports children’s development across domains. Using the scientific method to explore science with young children provides a systematic model for engaging children in observation, questioning, predicting, experimenting, summarizing, and sharing results. These processes encourage children’s use of language, literacy, and mathematics skills in authentic ways. Suggestions are provided for teachers to use the scientific method as their guide for generating scientific discovery in their classroom. 相似文献