本文選題：中學(xué)科學(xué)教師 + 教育實(shí)踐�。� 參考：《上海師范大學(xué)》2013年碩士論文

【摘要】：20世紀(jì)末,為了貫徹落實(shí)“科教興國”戰(zhàn)略,為了全面提高學(xué)生的素質(zhì)能力,推進(jìn)素質(zhì)教育進(jìn)程,我國教育部啟動(dòng)了面向21世紀(jì)的基礎(chǔ)教育課程改革。《基礎(chǔ)教育課程改革綱要(試行)》規(guī)定初中(7-9年級(jí))設(shè)立綜合科學(xué)課程。《科學(xué)》學(xué)科的高度綜合化對(duì)于在中學(xué)擔(dān)任《科學(xué)》科目教學(xué)工作的教師提出了更高的素質(zhì)及能力要求。職前教育中的教育實(shí)踐課程是培養(yǎng)教師實(shí)踐知識(shí)的起點(diǎn),能幫助師范生從學(xué)生身份順利轉(zhuǎn)變?yōu)榻處熒矸?有效地促進(jìn)中學(xué)科學(xué)教師的專業(yè)發(fā)展。我國中學(xué)科學(xué)教師職前教育實(shí)踐發(fā)展比較晚,較形式化,與發(fā)達(dá)國家還存在著一定的差距,有一些不盡如人意的地方。就目前的上海師范大學(xué)科學(xué)教育專業(yè)教育實(shí)踐模式的實(shí)際情況而言,筆者發(fā)現(xiàn)我校的科學(xué)教育專業(yè)實(shí)習(xí)生在教育實(shí)習(xí)過程中還存在一定的困惑。而美國作為發(fā)達(dá)國家,其中學(xué)科學(xué)教師教育實(shí)踐課程已呈規(guī)范化和制度化,對(duì)我國中學(xué)科學(xué)教師教育實(shí)踐培養(yǎng)模式的構(gòu)建有著積極的啟發(fā)意義。此外,研究我國科學(xué)教育專業(yè)的教育實(shí)踐模式的文章較少,筆者通過此文的撰寫在某種程度上彌補(bǔ)了研究的不足,吸取國外優(yōu)秀經(jīng)驗(yàn),最終促進(jìn)科學(xué)教育專業(yè)教育實(shí)習(xí)健康發(fā)展。 本文的研究方法是文獻(xiàn)研究法、調(diào)查問卷法、個(gè)案及比較研究法。 筆者對(duì)以上海師范大學(xué)科學(xué)教育專業(yè)為典型進(jìn)行問卷調(diào)研,了解教育實(shí)習(xí)的基本情況、教育見習(xí)、教育實(shí)習(xí)內(nèi)容形式、實(shí)習(xí)學(xué)校指導(dǎo)教師及大學(xué)指導(dǎo)老師指導(dǎo)情況、教育實(shí)習(xí)的滿意度情況等,對(duì)中學(xué)科學(xué)教師職前教育實(shí)踐模式現(xiàn)狀進(jìn)行分析得出：中學(xué)科學(xué)教師職前培養(yǎng)的教育實(shí)踐模式存在著以下的問題：1)教育實(shí)踐的準(zhǔn)備課程不足。2)教育實(shí)習(xí)場所流動(dòng)性大。3)教育實(shí)踐內(nèi)容流于形式。4)教育實(shí)習(xí)時(shí)間短。5)實(shí)習(xí)學(xué)校指導(dǎo)教師及大學(xué)實(shí)習(xí)指導(dǎo)教師的指導(dǎo)不足。筆者選取美國北伊諾伊州立大學(xué)和上海師范大學(xué)作為研究的個(gè)案,對(duì)兩所學(xué)校的中學(xué)科學(xué)教師職前培養(yǎng)的教育實(shí)踐資格、教育實(shí)踐準(zhǔn)備課程、’教育實(shí)踐內(nèi)容形式、教育實(shí)踐實(shí)習(xí)學(xué)校指導(dǎo)教師與高師指導(dǎo)教師職責(zé)、教育實(shí)踐評(píng)價(jià)形式進(jìn)行梳理及比較分析,結(jié)合美國NIU優(yōu)秀經(jīng)驗(yàn),提出我國科學(xué)教師職前教育實(shí)踐模式改進(jìn)策略：1)根據(jù)中小學(xué)科學(xué)課程標(biāo)準(zhǔn),調(diào)整科學(xué)專業(yè)課程。2)加強(qiáng)與中小學(xué)的密切合作,建立穩(wěn)固的實(shí)習(xí)基地。3)開展多種活動(dòng),有效落實(shí)微格教學(xué)和教育見習(xí)。4)延長教育實(shí)習(xí)時(shí)間,積累實(shí)踐性知識(shí)。5)建立實(shí)習(xí)指導(dǎo)教師遴選標(biāo)準(zhǔn)與制度。6)增加大學(xué)實(shí)習(xí)指導(dǎo)教師師資隊(duì)伍,加強(qiáng)與實(shí)習(xí)指導(dǎo)教師交流。 通過以上研究,希望能夠引起上海師范大學(xué)對(duì)科學(xué)教育專業(yè)職前教育實(shí)踐培養(yǎng)的重視,也為廣大高師院校進(jìn)行教育實(shí)踐模式改革提供理論依據(jù)和策略參考。
[Abstract]:At the end of the 20th century, in order to carry out the strategy of "rejuvenating the country through science and education" and to comprehensively improve the quality and ability of students, the process of quality education was promoted. The Ministry of Education of our country has initiated the curriculum reform of basic education facing the 21st century. The outline of Curriculum Reform of basic Education (trial) > stipulates that the junior high school students have grades 7-9) to set up a comprehensive science curriculum. Teachers in the teaching of Science have put forward higher quality and ability requirements. The curriculum of educational practice in pre-vocational education is the starting point of cultivating teachers' practical knowledge, which can help normal students to change from student status to teacher status smoothly and effectively promote the professional development of science teachers in middle schools. The practice of pre-service education of science teachers in middle schools in our country is relatively late and formalized, and there is still a certain gap with developed countries, and there are some unsatisfactory places. As far as the actual situation of the current practice mode of science education major in Shanghai normal University is concerned, the author finds that the intern of science education major in our university still has some confusion in the process of education practice. The United States, as a developed country, has standardized and institutionalized the educational practice curriculum of science teachers, which has a positive enlightening significance for the construction of the educational practice training model of science teachers in middle schools in our country. In addition, there are few articles to study the educational practice model of science education major in our country. To some extent, the author has made up for the deficiency of the research and absorbed the excellent experience of foreign countries through the writing of this article. Finally, it will promote the healthy development of scientific education practice. The research methods of this paper are literature research, questionnaire, case and comparative study. The author investigated and investigated the science education specialty of Shanghai normal University, and found out the basic situation of the education practice, the educational probation, the content form of the education practice, the guiding teachers of the practice school and the guiding teacher of the university. The satisfaction of educational practice, etc., Based on the analysis of the present situation of pre-service education practice model for middle school science teachers, it is concluded that the educational practice mode of pre-service training of middle school science teachers has the following problems: 1) lack of preparatory curriculum for educational practice. 2) mobility of educational practice places. Sex. 3) the content of educational practice is just like form. 4) the time of teaching practice is short. 5) the guidance of practice school teachers and university practice teachers is insufficient. The author chooses North Inoy State University and Shanghai normal University as cases to study the educational practice qualification of science teachers in the two schools, and the educational practice content form of the preparatory curriculum of educational practice. The teaching practice school guides the teacher and the higher normal university guides the teacher duty, the educational practice appraisal form carries on the combing and the comparative analysis, unifies the American NIU outstanding experience, According to the science curriculum standards of primary and secondary schools, adjusting the science major curriculum. 2) strengthening the close cooperation with the middle and primary schools, establishing a solid practice base. 3) carrying out various activities. Effective implementation of microteaching and educational apprentices.4) prolonging the time of educational practice and accumulating practical knowledge .5) establishing the selection standard and system of practical guidance teachers. 6) increasing the teaching staff of university practice guidance teachers and strengthening the communication with practical guidance teachers. Through the above research, it is hoped that Shanghai normal University will attach importance to the practice training of pre-vocational education in science education major, and also provide theoretical basis and strategic reference for the reform of educational practice mode in the vast number of normal colleges and universities.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G652

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