共查询到18条相似文献，搜索用时 562 毫秒
1.
学前儿童STEM(Science,Technology,Engineering and Mathematics)素养是支持幼儿运用STEM学科相关知识、情感、态度和价值观以解决真实世界复杂性问题的综合能力,具有基础性、启蒙性、全面性和生活化等特点。基于对美国、德国等五个国家课程文本的分析,学前儿童STEM素养包含经验层面的知识整合与应用、工具层面的技术设计与创新、行为层面的科学思维与表达以及态度层面的主动学习与探究四个维度,它们共同构成支撑幼儿开展跨学科探究活动的核心素养。为更好地发展学前儿童的STEM素养,幼儿园教师应明确学前儿童STEM素养结构,合理设置STEM活动目标;厘清STEM活动的特性,合理选择STEM活动的类型;结合幼儿的学习特点,合理选择学前儿童STEM活动内容;开展过程性、持续性评价,强化教师支持的适宜性。 相似文献
2.
基于学者Alan Zollman的STEM素养内涵界定,提出评测STEM素养的一级指标,包括STEM学科概念理解、问题解决能力、STEM态度,并编制问卷,问卷信度系数为0. 931。以浙江省高师院校不同专业背景的理科师范生为研究对象,基于问卷、访谈,分析理科师范生STEM素养在不同维度是否与专业、年级和性别存有相关性。表现为:(1)学科概念理解存在偏差;(2)综合问题解决能力亟待提升;(3) STEM态度与职业理想需要涵养。进而从课程、教学、课堂环境、专业定位等方面进行归因分析,提出走向综合、开放、多元的理科师范生STEM素养发展,即注重教师教育课程的综合性,加强学科交叉理解;创设开放的问题解决课堂环境,实现教学方法的多元;引领多元化的职业理想与定位,涵养师范生STEM态度。 相似文献
3.
张春雷 《课程.教材.教法》2022,(5):125-131
发展学生核心素养已经成为各国教育改革深化的共同追求。落实到课堂教学层面则需要教师通过教学设计加以承载才能得以实现。教学设计是教师学科教学知识的载体和专业交流的媒介。当下教学设计存在以下问题:低水平重复,缺乏创新性;教学原则概括不够,缺乏可迁移性;对学习活动的设计重视不够;教学目标、过程、评价三者缺乏一致性。这些问题产生的一个重要原因是现有教学设计框架结构、要素本身存在缺陷,有必要对教学设计框架进行重构。基于学科核心素养发展的需要、教学设计原理以及教学实践需求,重新构建教学设计框架以及学习活动设计框架,有助于促进教师教学实践创新、专业知识表达和交流,推进课程改革的深化以及学科核心素养的落地。 相似文献
4.
《中学政治教学参考》2020,(26)
基于核心素养培育的课程改革对传统思政课教师学科教学知识提出新的要求,明确思政课教师学科教学知识的基本特征,探究思政课教师学科教学知识的结构和发展路径,对于思政学科核心素养的提升和新时代思政课教师专业发展具有重要意义。结合已有研究成果和思政学科特点,本文重点阐述了思政课教师学科教学知识的结构和发展路径。思政课教师学科教学知识包括四个组成部分:思政学科的课程知识、教学内容知识、关于学生理解的知识和教学策略知识。从教师学习的角度来看,思政课教师学科教学知识的发展路径包括理论学习与实践学习并重、浅层学习向深层学习转化、构建开放式的思政课教师学习共同体。 相似文献
5.
课程开发是STEM领域首个需要解决的问题。一个合格的STEM课程不但要以问题驱动、创中学、协作探究和设计制造为外部特征,而且还要满足目标-手段一致性、学生参与度、媒体多元性、教师自由度以及STEM整合度等指标的要求。这种STEM课程的开发需要运用课程开发技术和教学设计技术,并且需要详案设计。该文在以学习活动为中心的教学设计(Learning-Activity-Centered Instructional Design,LACID)理论基础上,构建了一个STEM课程开发过程模式,并以"设计风车"主题为例,介绍了一个STEM课程单元的设计细节。这个课程开发过程模式的主要步骤包括:创设STEM主题、知识建模、学习活动设计、设计优化、缺陷分析与修正,其中STEM主题的核心内容必须包括学生作品的功能与测试方法、学生需要解决的问题,知识建模的作用是使STEM课程知识内容的清晰化和可视化,也是后续学习活动设计的数据基础。 相似文献
6.
7.
教师专业发展领域的个案研究存在两个问题：研究节奏不可控和误把教师个体等同于教师角色。为了克服这两个问题,我们可以采用基于理想角色的个案研究法。这种研究方法的基本过程是：（1）构建理论假设、定义教师的理想角色;（2）构建扮演理想角色的教师团队,配置研究所需要的外部条件;（3）引导特定的教育实践,收集过程数据;（4）分析数据,得出结论。以STEM教师专业发展阶段论为例,如果我们假设STEM教师专业发展会经历前专业、专业、后专业三个阶段,前专业教师要懂学科、把握课程,专业教师要能具有基于设计的行动力,从事教学方案与教学行动相一致的教学,后专业教师要能够设计探究学习,那么现实中任何一位STEM教师都很难在短时间内获得如此的成长和发展。我们需要为STEM教师配备专业助手,组成一个STEM教师团队来扮演这个STEM教师理想角色。如果我们发现STEM教师团队随着时间的推移,依次达到了理想角色的要求,没有出现逆序和跨阶段现象,并且专业助手的能力行为是可学习、可复制的,那么上述关于STEM教师专业发展阶段论则是成立的。 相似文献
8.
以大概念为核心整合单元教学内容;通过创设大情境,建构单元知识体系;依据学习进阶规划单元学习活动.指向学科核心素养的单元教学设计,使教师立足于学科高度更好地挖掘蕴含的核心素养要素,并依此规划设计课堂教学活动,有利于突出学科知识的内在联系,形成可迁移的大思路,有利于核心素养目标的长期规划与具体落实. 相似文献
9.
洪建军 《教学管理与教育研究》2022,7(1):96-98
STEM项目化课程融STEM于综合实践,将问题解决能力、创新能力作为关键能力,与数学方法、科学思维、工程策略、技术意识、创意物化作为五种核心素养,设计课堂教学的情境浸入、学科转换、方案设计、操作实践、评估反思五个环节。学校大综合实践课程分为基于工程实践的活动课程、基于学科素养的考察课程、基于综合能力的模拟课程、基于集体素养的校园课程、基于综合实践的研学课程五种不同课型。 相似文献
10.
冯华 《北京教育学院学报》2017,(5):28-32
为充分发挥科学技术教育在培育学生核心素养方面的作用,需要从课程视野研究STEM学习,明确其课程目标、开发既有理论依据又有实践价值的项目、建立有效组织课程实施措施及全面客观评价课程机制。STEM学习的项目应以工程实验为起点,围绕各学科核心概念设计项目,制定操作性强的教学方案;教师是STEM学习组织的关键;精准设计项目、提高选择性,确保综合课程与分科课程恰当互补,整合资源,形成STEM学习生态系统是STEM实施的保障;在STEM评价中要坚持形成性评价与终结性评价结合、知识评价与能力评价结合、自主发展评价与社会参与评价结合。 相似文献
11.
This paper uses structural equation modelling (SEM) to examine the influence of teachers' attitudes and school context on reported instructional practices in integrated STEM (Science, Technology, Engineering and Mathematics). Instead of using an overall measure for integrated STEM, five specific characteristics (integration, problem-centered, inquiry-based, design-based, and cooperative learning) are examined to get a more in-depth and nuanced insight into the factors influencing implementation. For each STEM characteristic, teachers’ attitudes are positively linked with instructional practices Moreover, different aspects of school context influence instructional practices either directly or indirectly. Opportunities for ameliorating the implementation of integrated STEM are discussed. 相似文献
12.
STEM教育的发展为创新型人才的培养提供了一条可行之路,而深入研究STEM素养的内涵及结构是当前推进STEM教育的关键所在。为此,文章首先通过分析现有研究明确STEM素养的内涵,再通过对国内外有关STEM素养构成要素的政策文件的梳理总结论述STEM素养的构成。在此基础上,从知能、情意、价值三个维度系统分析STEM素养的结构,提出STEM素养结构金字塔模型,将知能维度的STEM素养分为STEM学科基础知能、STEM学科核心素养、STEM共同核心素养三层内容。STEM学科基础知能层指数学、科学、技术、工程、计算机等具体学科或领域中的基本知识、基本技能、基本方法等;STEM学科核心素养层指解决STEM相关学科或多学科交叉融合领域复杂性问题所应具备的关键能力;STEM共同核心素养层指解决超越具体学科或工作领域的真实世界复杂性问题的综合能力。最后细化各个层次中STEM素养的构成要素和内容,以求为STEM教育的开展打好基础,明确方向。 相似文献
13.
Annika Goeze Jan M. Zottmann Freydis Vogel Frank Fischer Josef Schrader 《Instructional Science》2014,42(1):91-114
The ability to analyze and understand classroom situations through the eyes of not only teachers but also students can be seen as a crucial aspect of teachers’ professional competence. Even though video case-based learning is considered to have great potential for the promotion of analytical competence of teachers (i.e., becoming immersed in student and teacher perspectives as well as applying conceptual knowledge to better understand classroom situations), only a few studies have investigated the effects of corresponding instructional support. This empirical field study examines the effects on analytical competence of two types of instructional support—hyperlinks to multiple perspectives and hyperlinks to conceptual knowledge—by using a 2 × 2 factorial design in a computer-supported video case-based learning environment inspired by cognitive flexibility theory and participatory design. The study examines collaborative learning processes to discover what specific kind of instruction may help to counteract some of the known deficits of case-based learning and teacher thinking, such as limited perspective-taking. From a participatory design point of view, training novices to become immersed in teacher and student perspectives can be considered as an alternative for direct involvement of teachers and students in the design process. The study was realized as a four-day university course for pre-service teachers (N = 100). ANCOVAs of learning processes (small-group discussions) and outcomes (written case analyses) provide evidence that both types of instructional support (i.e., hyperlinks to multiple perspectives and conceptual knowledge) are beneficial. In particular, hyperlinks to multiple perspectives affected small-group case discussions and written post-tests as they led to increased immersion (i.e., perspective-taking). Hyperlinks to conceptual knowledge furthered the application of this knowledge, especially in the written post-tests. Implications for teacher education, participatory design, and further research are discussed. 相似文献
14.
We offer insights for using design-based research (DBR) as a model for constructing professional development that supports curriculum and instructional knowledge regarding science and literacy integration. We spotlight experiences in the DBR process from data collected from a sample of four elementary teachers. Findings from interviews, focus groups and researcher field notes elucidated: the value in establishing a collaborative foundation for professional discourse, the teacher participants developing nascent knowledge of curricular integration in science and literacy, and their apprehensions about using digital technology to support their professional development. Implications are presented for professional development facilitators and researchers using DBR as an innovative approach for teacher development. 相似文献
15.
Michael Carey Peter Grainger Michael Christie 《Asia-Pacific Journal of Teacher Education》2018,46(3):267-278
Data driven pedagogy has been introduced into Australian schools over the last decade to improve student learning outcomes, but are teacher educators preparing preservice teachers to be data literate? We used a survey to investigate ready-to-graduate preservice teachers’ beliefs regarding their knowledge and skills in data literacy. Before entering a course on data literacy their belief responses indicated that they had basic data interpretation knowledge, but they were unsure of how to translate that knowledge into the classroom to improve student outcomes. The survey was administered again after a data literacy course, which included a five-week supervised professional experience task of observing data being used in schools to drive pedagogy. The post-course survey responses showed students increased confidence in their ability to interpret and use data, suggesting that a data literacy course linked to the professional experience task improves teachers’ sense of preparedness to use data in the classroom. Keywords: Data literacy; professional learning. 相似文献
16.
当前我国STEM教育快速发展,对教师核心能力的要求逐步提高,如何设计系统化的培训项目以支持STEM教师的能力发展,成为了亟待解决的问题。美国MSUrbanSTEM项目重点关注STEM教师创新能力、教学实践能力和跨学科交流与协作能力的培养,对我国STEM教育的发展具有借鉴意义。基于此,文章在介绍MSUrbanSTEM项目背景和理念的基础上,从设计逻辑和运行逻辑两个方面剖析了项目活动设计与实施的特色,并提出我国的STEM教师专业发展项目应树立能力本位的价值导向、融入行之有效的STEM教学方法、建立专业标准的评价体系。 相似文献
17.
Marie Tejero Hughes Michelle Parker-Katz Anita Balasubramanian 《Teachers and Teaching》2013,19(5):543-558
Despite the high numbers of students with disabilities struggling with literacy, few teachers report feeling well prepared to address it. Most students with disabilities encounter challenges in reading and professional development can help teachers learn a range of ways to address those. In this article, we discuss a professional development project in which prospective teachers work collaboratively with practicing teachers throughout their university preparation. The professional development provided builds on the idea of ‘literacy artifacts’, which are samples of students’ and teachers’ work. Using guided discussions, teachers across the career continuum construct understandings and practices in which they learn how to infuse literacy instruction into all teaching and learning. By conjoining the literacy artifact with instructional resources teachers use, participants make visible the complexity of literacy instruction and how literacy could be embedded in teaching content for students with disabilities especially in general education classrooms. 相似文献
18.
How does service learning impact content acquisition? Undergraduate pre-service teachers participating in a literacy tutoring service-learning experience are compared with pre-service teachers engaged in self-selected and independently directed tutoring sessions. The findings of this study support previous assertions that service-learning positively influences student academic achievement. The data gathered provide evidence that this positive influence is related to several design features. Specifically, the value placed on the service increased student motivation to learn course content. The frequency and variety of opportunities to reflect coupled with academic goals being embedded into the actual service experience strengthened connections between service and academic content. 相似文献