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1.
崔雪梅 《黑龙江教育学院学报》2012,(8):68-69
2009年韩国教育部对教育课程进行了修订,在高中科学课程内容中将原来的分科模式修订为各学科交叉渗透的、融合性的模式,并增加了介绍尖端的现代科学的内容,力求引发学生对科学课程的兴趣,提高学习效果。这种新颖的尝试,对我国课程改革的进一步深化具有借鉴意义。 相似文献
2.
This paper is based on fieldwork undertaken in the course of an evaluation of the science curriculum of the lower secondary level in Spain. This level of the Spanish school system has experienced an intense process of reform over the last 10 years. The paper analyses the process of change affecting the subject of Natural Sciences in the context of an institutional reform in which the roles of teachers and students are undergoing important modifications. These changes foreshadow three issues related to the epistemology of the Natural Sciences: its organization in terms of students' learning; the propedeutic of the subject; and the understanding of science as related to technology and its societal impact. The traditional academic science of the Spanish school is not the reference point for this 'new' subject, and this has important consequences for teachers in terms of both the curriculum and their relation with the subject in their own background. 相似文献
3.
Meyvant Thorolfsson Gunnar E. Finnbogason Allyson Macdonald 《International Journal of Science Education》2013,35(17):2641-2665
In recent decades, a consensus has emerged among educators and scientists that all compulsory school students need good science education. The debate about its purpose and nature as a school subject in an emerging information society has not been as conclusive. To further understand this, it helps to examine how the science curriculum has transformed and what forces have shaped it as a core curricular area over time. This article sheds light on the transformation of the science curriculum for compulsory schools in Iceland in force from 1960 to 2010. Using criteria based on curriculum ideologies regarding the function of learners, instructors and subject matter in the learning process and the orientation of content and product versus process and development, it offers findings from content analysis of the intended science curriculum. The official curriculum was studied and conceptualised as it has evolved over time. The curriculum developers appear to have been striving for a compromise between conflicting views, resulting in what the authors of this article conceive as a ‘kaleidoscopic quilt’ of ideas over the period studied. 相似文献
4.
As part of the reform of the overall education system in Hong Kong, the government set a target in October 2000 of raising the percentage of senior secondary school graduates who could receive higher education from the current 30% to 60% within a period of ten years. Prior to this announcement, however, the School of Professional and Continuing Education of The University of Hong Kong (or HKU SPACE for short) had already taken the lead by establishing the first Community College in March 2000. The Associate Degree programme of the College offered an alternative route to higher education to many aspiring young people. The broad-based curriculum with its equal emphasis on science and humanities (as well as solid generic skills) is a new attempt to produce people that can meet the challenges of the knowledge society. The first intake of 740 students in 2000 was followed by a second intake of more than a thousand in 2001. This paper examines the experience gained during the first two years of this new development, and explores the role of community colleges in general in the education reform movement and human resources development strategy of Hong Kong 相似文献
5.
对培养高职师范生教育科研素质的思考 总被引：1，自引：0，他引：1
高职师范教育应培养师范生的教育科研素质。高职师范生教育科研素质的培养应多采用探究式、研究型的课堂教学模式，为学生提供参与学校管理、课程开发的契机，注意发挥隐性课程的作用，并结合专业课程的学习，为学生开辟实验基地。 相似文献
6.
儿童编程教育与基础课程的融合已成为编程教育领域研究的重要课题。儿童编程教育融入学科教学是转变与重塑计算教育观念的一次新尝试,也是推广与普及儿童编程教育的创新举措,更能助力编程教学与学科知识彼此协同发展。Scratch具有算法简化、媒体丰富的图像空间,自上而下、分而治之的修补理念,设计建造、交流协作的自由情境等特征优势,成为“用编程学”的媒介首选。基于此,文章以基于设计的研究为设计原则,并以4P学习法为理论基础,构建了以小学科学内容为案例的儿童编程与学科融合的教学模式,以期丰富与优化小学科学教学方式并探索推广多样化的儿童编程教学形式。 相似文献
7.
Specialized science, technology, engineering, and mathematics (STEM) schools create niche areas in an attempt to attract the best students, establish the school status, and justify their privilege to valuable resources. One Singapore STEM school does this in applied science learning to differentiate its curriculum from the national prescribed curriculum. Reflecting on the issues of curriculum innovation from the perspective of a teacher and head of department in this school, the second author discusses the constraints in curriculum innovation in a specialized school context embedded within a larger system of the national curriculum. We reflect on her experiences in designing, planning, writing, and implementing applied science courses and the challenges in having to simultaneously address the standardized assessment guidelines. 相似文献
8.
Don Passey 《Education and Information Technologies》2017,22(2):421-443
The subject of computer science (CS) and computer science education (CSE) has relatively recently arisen as a subject for inclusion within the compulsory school curriculum. Up to this present time, a major focus of technologies in the school curriculum has in many countries been on applications of existing technologies into subject practice (both software such as office applications, and hardware such as robots and sensors). Through uses of these applications, information and communications technologies (ICT) have focused on activities to support subject and topic learning (across wide age and subject ranges). Very recently, discussions for including computers in the curriculum have shifted to a much greater focus on computing and CS, more concerned with uses of and development of programming, together with fundamental principles of problem-solving and creativity. This paper takes a policy analysis approach; it considers evidence of current implementation of CSE in school curricula, the six main arguments for wider-scale introduction of the subject, the implications for researchers, schools, teachers and learners, the state of current discussions in a range of countries, and evidence of outcomes of CSE in compulsory curricula. The paper concludes by raising key questions for the future from a policy analysis perspective. 相似文献
9.
Increasingly the curriculum area of science is being linked with technology. However, traditionally, technology education has been a major component of the ‘technical’ or ‘trades’ subjects in the secondary school. To what degree is this contemporary ‘science and technology’ an amalgamation of two previously separate secondary curriculum areas and what implications does this current development have for science/ technology teachers in training? This article is an account of one attempt to address these questions. It describes and evaluates an integrated undergraduate Bachelor of Education unit involving students from the specialist areas of science and design and technology. 相似文献
10.
Sofia Freire Cláudia Faria Cecília Galvão Pedro Reis 《Research in Science Education》2013,43(1):163-178
Living in an unpredictable and ever changing society demands from its’ citizens the development of complex competencies that challenges school, education and curriculum. PARSEL, a pan-European Project related to science education, emerges as a contribution to curricular development as it proposes a set of teaching-learning materials (modules) in order to make science classes more popular and relevant in the eyes of the students and as such to increase their interest with school science. The goal of this study was to understand how students evaluate those innovative modules. This paper presents data concerning 134 secondary students, collected through interviews, questionnaires and written documents. A quantitative analysis of the data collected through questionnaires was complemented by a qualitative analysis of the data collected by interviews and written documents. Results show that understanding the relationship between science and daily life, participating in practical activities based on problem solving and developing critical thinking and reasoning were the issues most valued by students. 相似文献
11.
英语师范生教师教育课程的专业化目标 总被引：7，自引：1，他引：6
本文从教师的专业知识基础、专业认知过程和专业发展模式等多角度探讨教师专业化的内涵,并通过对我国英语师范教育课程的现状分析,反思其现行课程结构、教学方式、课程资源等方面的"专业化缺陷",特别是师范生英语学科知识与教育学科知识之间、学科理论知识与综合实践知识之间的严重分离现象,提出以专业化为基本方向的师范教育课程目标,以利于师范生"完全人"的专业持续发展。 相似文献
12.
岳玉荣 《连云港师范高等专科学校学报》2011,(4):41-43
文章在后现代课程观的基础上,反思当前小学科学课现状,认为不确定性是小学科学课程的发展目标,实践性是小学科学课程的核心要素,境域性是小学科学课程的时空和文化共生平台,隐喻性是小学科学课程的方法和逻辑的重新共融。随着近年来我国新课程改革的推进,对小学科学课程的哲学反思越来越重要。 相似文献
13.
Abstract: The current generation of students coming into food science and engineering programs is very visually oriented from their early experiences. To increase their interest in learning, new and visually appealing teaching materials need to be developed. Two diverse groups of students may be identified based on their math skills. Food science students tend to find it difficult to use mathematics as a problem‐solving tool for food engineering problems. Food engineering students, on the other hand, should be challenged to use emerging mathematical tools to develop their problem‐solving skills. Therefore, the approach of this project involved the development of a curriculum to train undergraduate food engineers in the effective use of computational fluid dynamics (CFD) software to solve food engineering problems by engaging them in the creation of food engineering teaching tools. These CFD outputs were then used as innovative teaching tools for the food science students. In this paper, this concept will be illustrated by unsteady‐state heat transfer and fluid flow problems. To evaluate the efficiency of the teaching materials developed, a student focus group was asked to answer the same quiz following a conventional and CFD output aided teaching session. The assessment result showed an improved understanding of the subject after the CFD teaching session. These visual aids were excellent tools to illustrate the validity of the formulas presented in class. In addition, the new visual materials enabled a better understanding of the relationships among different process parameters. In general, this helped the food science students better appreciate the food engineering concepts that govern food processing operations. 相似文献
14.
Studies across fields such as science education, health education, health behavior, and curriculum studies identify a persistent gap between the aims of the school curriculum and its impact on students’ thinking and acting about the real-life decisions that affect their lives. The present study presents a different story from this predominant pattern in the literature. Through a year-long ethnographic investigation of a health-focused New York City public high school’s HIV/AIDS and sex education program, this study illustrates a case in which 20 12th grade students respond positively to their education on these topics and largely assert that school significantly influences their perspectives and actions related to sexual health decision-making. This paper presents the following interpretation of this positive influence: school culture influences these students’ perspectives and decisions around sexual health by contributing to the formation of students’ identities. This paper further shows how science learning in particular becomes important for students in relation to decision-making when it is linked to issues of identity. These findings suggest that, in addition to attending to the design of classroom curriculum, HIV/AIDS and sex education researchers and curriculum developers (as well as those in science education focusing on other controversial science topics) might also explore the kinds of relational and school-wide factors that potentially influence students’ identities, decisions, and responses to school learning. 相似文献
15.
Oren Ergas 《课程研究杂志》2018,50(1):77-95
Curriculum discourse focuses understandably, on the formal and enacted curriculum; however, studies demonstrate that much of individuals’ waking hours are spent in task-unrelated thinking and mind-wandering. No less, this pervasive phenomenon has been shown to affect us in many ways that can be linked to education. This paper examines this null-hidden inner curriculum that is enacted within students’ minds when they are not attentive to the formal/enacted curriculum. Drawing on a review of research in cognitive science, the paper develops a theory of ‘the mind as a curriculum deliberator’ and explains how the mind can be seen as ‘schooling itself’. Different states of mind such as mind-wandering, rumination and mindfulness are discussed in terms of their educational effects and a systematic framework that renders them in curricular terms is suggested. Based on this analysis, the paper aims to mobilize this inner curriculum from opaqueness and absence to a more explicit presence in curricular discourse, in an attempt to broaden our understanding of how the mind can both enhance and hinder education. 相似文献
16.
Linda Darby-Hobbs 《Research in Science Education》2013,43(1):77-97
There has been a recent push to reframe curriculum and pedagogy in ways that make school more meaningful and relevant to students’ lives and perceived needs. This ‘relevance imperative’ is evident in contemporary rhetoric surrounding quality education, and particularly in relation to the junior secondary years where student disengagement with schooling continues to abate. This paper explores how teachers translate this imperative into their mathematics and science teaching. Interview data and critical incidents from classroom practice are used to explore how six teachers attempted to make the subject matter meaningful for their students. Four ‘Categories of Meaning Making’ emerged, highlighting key differences in how the nature of science and mathematics content constrained or enabled linkages between content and students’ lifeworlds. While the teachers demonstrated a commitment to humanising the subject at some level, this analysis has shown that expecting teachers to make the curriculum relevant is not unproblematic because the meaning of relevance as a construct is complex, subject-specific, and embedded in understanding the human dimensions of learning, using, and identifying with, content. Through an examination of the construct of relevance and a humanistic turn in mathematics and science literature I argue for an expanded notion of relevance. 相似文献
17.
E J Kameenui 《Journal of learning disabilities》1991,24(6):364-372
The development of a scientific pedagogy of learning disabilities as called for by Kirk and Bateman (1962) requires the rendering of a science of learning disabilities and a pedagogy derived from that science. But such a pedagogy is necessarily incomplete if it fails to recognize that the structure of the curriculum significantly shapes the act of teaching students identified as learning disabled. The current thinking about curricula is that the universe of information that a curriculum program comprises need only be organized around subject area topics (e.g., mathematics, reading, language arts, science, social studies) and hierarchically arranged in a scope and sequence that has as its main characteristic the general ordering of skills from simple to complex. For all practical purposes, information is viewed as raw material (Kaufman et al., 1990) that can be nominally organized and readily packaged. The information is then consumed as curriculum that requires little or no transformation of its form or structure. The articles in this series of the Journal of Learning Disabilities provide examples of how transforming information by identifying and developing curricula around structural samenesses can lead to a pedagogy that is efficient and effective. The development of a scientific pedagogy of learning disabilities requires that the field acknowledge the importance of curriculum structure and the complexity of information. The field must also examine the intricacies of designing curricula with the same kind of commitment and passion it has demonstrated in the last 30 years in investigating the etiology and organic basis of learning disabilities.(ABSTRACT TRUNCATED AT 250 WORDS) 相似文献
18.
Changes in society and in science and technology have forced a rethinking of what is “basic” in science education. A perceived disjuncture between school science and the realities of a scientifically and technologically oriented society has resulted in proposals for new directions in science teaching. It appears that science education is about to undergo another paradigm shift. One particularly visible movement, the “Science-Technology-Society” (STS) movement, exemplifies how such directional shifts tend to occur within the field of science education. This article critically examines the program and professional development process that has characterized past and current science curriculum reform effort in an attempt to illustrate fundamental educational reform problems. The need for new directions in science education is uncontested here. The issue is the problematic nature of the reform process itself. The article contends that new methods of reform must be researched— methods that directly involve practitioners in critical reflection, participatory research, and science curriculum development. 相似文献
19.
彭虹斌 《湖南师范大学教育科学学报》2007,6(4):42-46
学科课程已有较长的历史.通过阐述学科课程发展的历程,分析学科课程的组织原理,从而对学科课程理论进行进一步的反思.传统学科课程注重文化的复制与保存,虽有值得肯定的方面,但其局限性也是存在的.它秉承哲学的实体思维方式,将学生视为"实体"而忽略其主观能动性;它将知识视为"实体",学科课程的组织就是对实体知识的组织,而忽略了学生与知识的主客观有机结合.学科课程理论指导下的教育弊端是显而易见的. 相似文献
20.
Rachel Mamlok-Naaman Avi Hofstein John E. Penick 《Journal of Science Teacher Education》2007,18(4):497-524
We describe a workshop in which 10 teachers from 10 schools, located in central Israel, participated in the development of
alternative assessment tools in the context of implementing a new science curriculum for senior high-school students, namely
“Science for All” (an STS type curriculum). In order to assist a group of teachers (who began teaching the “Science for All”
program) in both teaching and assessment strategies, it was decided that the Department of Science Teaching at the Weizmann
Institute of Science would sponsor a workshop for them. An evaluation study was conducted during the workshop and at its completion.
The main goal of the study was to evaluate the outcomes of the workshop and to determine whether its objectives were attained.
The research tools consisted of (a) an attitude questionnaire administered to participating teachers, (b) structured interviews
with the teachers, (c) structured interviews with students, and (d) an attitude questionnaire administered to the students.
Based on the results of the questionnaires and the interviews, it seems that all the teachers who participated in the workshop
gained self-confidence in using the teaching strategies and assessment methods of this new interdisciplinary curriculum. The
interviews with students revealed that their active involvement in their own assessment improved their sense of responsibility
for their achievements. The variety of assignments enabled them to be at their best with certain assignments and to succeed
less with others. In conclusion, we found that running a new interdisciplinary curriculum requires a professional development
program that will stimulate teachers’ creativity and diversify the instructional strategies that they use in the classroom.
Such skills should improve their ability to understand the goals, strategies, and rationale of the curriculum, as well as
their students’ learning difficulties. 相似文献