【摘要】：基礎(chǔ)教育階段綜合科學(xué)課程的實施和改革對科學(xué)教師提出了新的要求,科學(xué)教育的發(fā)展需要高等師范院校的人才培養(yǎng)質(zhì)量為支撐。而高等師范院校教師教育的改革滯后于基礎(chǔ)教育的發(fā)展,不能適應(yīng)基礎(chǔ)教育的需要。因此迫切需要對畢業(yè)生的培養(yǎng)質(zhì)量進行調(diào)查,以進一步推進我校科學(xué)教育專業(yè)教學(xué)改革、提高人才培養(yǎng)質(zhì)量,增強我�？茖W(xué)教育專業(yè)畢業(yè)生的綜合競爭力,化被動適應(yīng)為主動引領(lǐng)基礎(chǔ)教育科學(xué)教育的發(fā)展。本研究以基礎(chǔ)教育階段的綜合科學(xué)課程改革和高校教師教育改革的需要為背景,在現(xiàn)有科學(xué)教育專業(yè)建設(shè)與研究成果的基礎(chǔ)上,以國外的科學(xué)教師標準以及國內(nèi)對綜合科學(xué)教師能力要求為理論支撐,通過對我�？茖W(xué)教育專業(yè)近5年畢業(yè)的從事教師工作的新任教師進行跟蹤問卷調(diào)查,通過用人單位對我�？茖W(xué)教育專業(yè)畢業(yè)生的滿意度進行問卷調(diào)查,以及通過對一些的優(yōu)秀畢業(yè)生進行訪談?wù){(diào)查,綜合以上三個方面的調(diào)查分析以了解畢業(yè)生的從業(yè)情況,了解他們適應(yīng)實際教學(xué)工作的情況,并對我校科學(xué)教育專業(yè)的教學(xué)質(zhì)量和教學(xué)效果做出評價。綜合分析畢業(yè)生跟蹤調(diào)查、用人單位滿意度調(diào)查和優(yōu)秀畢業(yè)生經(jīng)驗總結(jié)所得到的結(jié)論,在舍恩反思性教學(xué)理論、羅杰斯自由學(xué)習(xí)理論、案例教學(xué)理論等教學(xué)能力培養(yǎng)理論的指導(dǎo)下,提出了提升我�？茖W(xué)教育專業(yè)人才培養(yǎng)質(zhì)量的建議:(一)綜合交互的課程體系建設(shè),包括通過加重教育教學(xué)管理課程、增設(shè)小學(xué)科學(xué)教育課程、深化學(xué)習(xí)心理學(xué)課程、實驗技能課程系統(tǒng)化、全面滲透創(chuàng)新能力培養(yǎng)來實現(xiàn)知識與能力培養(yǎng)的全面提升,通過理論課程與實踐課程交叉開設(shè)、課程內(nèi)容按實踐到理論再到實踐方式組織來實現(xiàn)理論與實踐的并行。(二)靈活高效的課程實施途徑,包括通過項目教學(xué)法、案例教學(xué)法等多種方式提升課程實施的有效性,通過延長時間、明確目標、加強管理力度、建立全程考核體系等措施實現(xiàn)教育實習(xí)課程的反思性實踐。(三)通過調(diào)查信息的深入分析,本研究進一步構(gòu)想了以實踐為導(dǎo)向的新培養(yǎng)模式:大一實現(xiàn)從學(xué)者到教者的角色轉(zhuǎn)變,大二基于實際需要進行專業(yè)技能訓(xùn)練,大三從實踐回歸深入學(xué)習(xí)理論,大四在更高層次的實踐中再次檢驗理論。
[Abstract]:The implementation and reform of the comprehensive science curriculum in the basic education stage puts forward new requirements for science teachers. The development of science education needs the quality of talent training in normal colleges and universities. The reform of teacher education in normal colleges lags behind the development of basic education and cannot meet the needs of basic education. Therefore, it is urgent to investigate the training quality of graduates in order to further promote the teaching reform of science education in our school, improve the quality of personnel training, and enhance the comprehensive competitiveness of the graduates of science education in our school. Turn passive adaptation into initiative leading the development of science education in basic education. This study is based on the comprehensive science curriculum reform in the basic education stage and the needs of the teacher education reform in colleges and universities, and on the basis of the existing scientific education specialty construction and research results. Based on the foreign standards of science teachers and the ability requirements of comprehensive science teachers in China, a questionnaire survey was carried out on the new teachers who graduated from science education major in our school for nearly five years. Through the employers' questionnaire survey on the satisfaction of the graduates majoring in science education in our university, and through the interview and investigation of some outstanding graduates, this paper synthesizes the investigation and analysis of the above three aspects in order to understand the employment situation of the graduates. To understand their adaptation to the actual teaching work, and to evaluate the teaching quality and teaching effect of the major of science education in our university. Comprehensive analysis of graduate tracking survey, employer satisfaction survey and excellent graduate experience summary of the conclusions, in the Schern reflective teaching theory, Rogers free learning theory, Under the guidance of case teaching theory and other teaching ability training theories, this paper puts forward some suggestions on how to improve the quality of personnel training of science education major in our university: (1) the construction of comprehensive interactive curriculum system, including the enhancement of the curriculum of education and teaching management, We should add the science education curriculum, deepen the psychology course, systematize the experiment skill course, fully permeate the cultivation of the creative ability to realize the all-round promotion of knowledge and ability, and set up the theory course and the practice course. The course contents are organized according to practice to theory and practice to realize the parallelism of theory and practice. (2) flexible and efficient means of curriculum implementation, including enhancing the effectiveness of curriculum implementation through project teaching methods, case teaching methods, and so on, by extending time, defining objectives, and strengthening management; Establish the whole process examination system and other measures to realize the reflective practice of the educational practice course. (3) through the in-depth analysis of the investigation information, this study further conceives a new practice-oriented training model: the freshman realizes the transformation of the role from scholar to teacher, and the sophomore carries out professional skills training based on the actual needs. The third year studies the theory deeply from the practice regression, and the senior year tests the theory again in the higher practice.
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G652.4

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