【作者】 杨刚；

【导师】 兰英；

【作者基本信息】 西南大学 ， 课程与教学论， 2011， 硕士

【摘要】 科学教育要求培养学生的科学探究能力,而科学教师具备科学探究能力能够更好地培养学生的科学探究能力。科学教师科学探究能力的培养除了需要严格的科学教育标准,更需要有效的科学探究能力培养课程模式的应用。当前,我国教师教育对于培养科学教师的科学探究能力重视程度不够,保障措施不足,尤其是培养科学教师科学探究能力的课程模式没有有效地构建和运用。美国在培养科学教师地科学探究能力的课程模式建构方面有许多宝贵经验值得我们学习和借鉴。本文主要分为六个部分：一、导论。这一部分介绍了本文的选题缘由和国内外对本问题的研究状况,以及本人对已有研究的述评。二、美国科学教育期待科学探究能力型教师的背景与诉求。科学探究能力型教师的培养成为当前科学教育发展的要求之一,科学教师自身具备科学探究能力更有利于学生的科学探究能力的培养。美国《国家科学教育标准》中期待科学探究能力型教师,对科学教师应具备的科学探究能力作了相应的要求；同时,美国的科学教育实践对科学教师科学探究能力作出了一定的要求。三、美国科学教师科学探究能力培养的基础与条件。美国科学教师科学探究能力培养的理论基础主要为建构主义科学教育观、杜威的科学探究思想与科学教育思想本身的发展和目标的演进过程所影响；美国科学教师科学探究能力培养也具备一定的现实条件,如制定了科学教育标准和科学教师标准来严格了师资要求、设立研究机构和创建学术刊物等。四、美国大学提高科学教师科学探究能力培养的课程模式范例。本文研究的美国大学提供科学教师科学探究能力培养的短期培训模、师徒模式与基于探究的课程学习模式三种课程模式。本文采用案例研究法结合具体课程实施案例分别从课程模式的理论基础、目标、实施条件、内容和课程评价等方面进行介绍和分析三种课程模式。五、美国科学教师科学探究能力培养课程模式的运用分析与反思。本部分从总体上对三种课程模式运用的过程进行了描述,也对其运用的效果进行了分析并指出了其问题产生的原因,最后对课程模式的构建进行了反思。六、启示与借鉴。我国关于科学教师科学探究能力培养面临现实困境,特别是课程模式存在不足。因此,有必要学习美国科学教师科学探究能力培养的课程模式方面的宝贵经验。首先,我国相关部门应该制定科学教师科学探究能力培养的相关标准和目标；其次,应该加强科学教师科学探究能力培养课程模式的理论研究并构建适合我国本土的培养科学教师科学探究能力的课程模式。更多还原

【Abstract】 Science education requests to cultivate students’science researching capability. If science teachers have science researching capability, they can foster the cultivation of this capability of students much better. In addition to need strict science education standard, the cultivation of science teachers’science researching capability needs the application of effective course mode which can cultivate this capability. At present, we do not pay much attention to the education on teachers’ science researching capability in our country. We have not enough guaranteed measures; particularly the course mode to cultivate science teachers’science researching capability is not be set up and applied efficiently. In this aspect, United States has a lot of valuable experience in setting up this course mode to cultivate the science researching capability of science teachers, which is worth our studying and drawing lessons from.This essay is divided into six parts:Firstly,Introduction.This part introduces the reason why to choose this subject, the researching situation on this subject in our country and abroad, and my review on the research already existed.Secondly,The back ground and claim of expecting teachers with science researching capability in American science education. The cultivation of science teachers with science researching capability has become one of requests to current science education development. If science teachers themselves have science researching capability, it would be advantageous to the cultivation of students’science researching capability. The "National Science Education Standard" in the United States which shows its expectation to teachers with science researching capability, makes relevant requirements on science teachers’science researching capability. Meanwhile, science education practice also makes certain requirements on their science researching capability.Thirdly,The foundation and condition of the cultivation of American science teachers’science researching capability. The theoretical basis of cultivation of American science teachers’science researching capability is mainly affected by constructivism science education view, Dewey’s science researching thought and the evolution process of development and object of science education thought itself; besides, the cultivation of American science teachers’science researching capability also has certain realistic condition. For example, setting science education standard and science teacher standard to control the teachers ability strictly, establishment of researching organization and academic publication etc..Fourthly,Course mode examples of American university raising science teachers’science researching capability. This essay mainly researches three course modes in American universities to raise this capability:short-term training mode, teacher- student mode and researching study course mode. This essay combines case study method and concrete course implementation case to introduce and analyze the three course modes from these aspects:the theoretical basis, object, implementation condition, contents and course evaluation etc.Fifthly, The application analysis and introspection of course modes to cultivate science teachers’science researching capability in America. This part describes the application process of these three course modes as a whole, and also analyzes the application effect and points out the reasons why some problems occur, and finally introspects the setting up of course modes.Finally, Enlightenment and reference. The cultivation of science teachers’science researching capability is in realistic predicament in our country, especially the course mode scarcity. Therefore, it is necessary for us to study the precious experience of course modes of American science teachers’ science researching capability cultivation. First, related departments should make standards and objects about the cultivation of science teachers’ science researching capability; second, the theory research of course mode of science teachers’science researching capability cultivation should be intensified; and then the course mode should be established which is suitable for cultivation of science teachers’ science researching capability in our country.更多还原