【作者】 何华春；

【导师】 张红霞；

【作者基本信息】 南京大学 ， 课程与教学论， 2011， 硕士

【摘要】 21世纪是一个科学技术的时代,必须重视中小学科学教育,从小培养公民的科学素养。高质量的科学教师是开展好中小学科学教育的关键。科学教育本科专业是一新型的、意在培养中小学科学教师的专业。本研究的目的是了解科学教育专业本科生培养质量现状,找出影响培养质量的因素并提供针对性的改善建议以促进我国高质量科学教师的培养。本研究先通过判断抽样法选取了我国五所高校,以这些高校科学教育专业大四学生以及毕业生为研究对象,再通过雪球抽样法选取学生,应用半结构式访谈法调查学生,然后应用轴心编码方式和差异比较法分析访谈资料,了解科学教育专业本科生培养质量现状,抽取出可能的培养质量影响因素,最后在对这些因素进行论证的基础上得出最终结论。本研究发现,五所高校的科学教育专业本科生培养质量整体很低,影响因素主要有：(1)科学知识与能力培养类课程内容跟中学教学内容联系不紧密；(2)验证性实验太多,不能有效培养学生的基本实验技能与思维；(3)科学理解类知识不受重视,授课教师自身知识水平有限且讲课方式方法不合理,导致学生的科学理解培养效果很差；(4)科学探究知识与技能不受重视,授课教师自身知识水平有限且讲课方式方法不合理,导致学生的科学探究知识与技能培养效果差；(5)教育教学知识内容脱离中小学一线教学实际且教师教学方式方法不合理；(6)教育实习过程的组织管理存在问题；(7)学生的综合知识与能力培养严重不足。为提高科学教育专业本科生培养质量,本研究有针对性地提出了如下建议：(1)在保持科学教育专业广博知识面的同时,应加深学习,加强知识学习的系统性；(2)加强大学学习内容跟中学教学内容的联系；(3)增加实验课,同时减少验证性实验,增加开放性实验；(4)重视培养学生的科学理解,开设这类课程并且保证课时；(5)引进专业的科学理解类课程老师,采用正确的授课方式上课；(6)专门开设科学探究实验课并保证课时；(7)改进教育教学类课程教师的上课方式方法；(8)建立高校与中小学校的良好协作伙伴关系,增加学生的教育实践机会；(9)加强教育实习过程的组织和管理,以求达到真正的实习效果；(10)选择合理的课程方式来培养学生的综合知识与能力。更多还原

【Abstract】 The 21st century is a science and technology century, which means that we ought to pay high attention to school science education and foster every citizen’s science literacy since he/she is young. Obviously, high qualified science teacher is the key to carry out good school science education. Science education major (for bachelor) is a new major in China which aims to cultivate high qualified science teachers for elementary and middle school science education. This research has three purposes:(1) to exam the quality in education of science education major; (2) to find out factors which influence the quality; (3) to give some pieces of suggestion on how to improve the quality.Firstly, this research selected five universities in China with judgmental sampling, choosing the seniors and alumni of science education major as the population. Secondly, it used the semi-structured interview to interview the chosen seniors and alumnus of science education major which was selected by the snowball sampling. Thirdly, it used the axial coding and the method of difference to analyze the collected interview data to exam the quality in education of science education major and try to find out the potential factors. Finally, it discussed the factors and gave some pieces of suggestion.Results showed that the quality in education of science education major was rather low. Factors which could influence the quality were as follows:(1) the subject matter knowledge which was learned in universities had little relationship with the middle school study; (2) expository experiments in science education major were too much, which could not effectively foster students’basic experiment skills and mind; (3) knowledge about the nature of science was ignored in the education of science education major and teachers who gave lectures about the nature of science generally had limited knowledge on it, and what’s worse, their instruction was usually bad; (4) inquiry knowledge and skills were also ignored in the education of science education major and teachers who gave lectures about the inquiry knowledge and skills generally had limited knowledge on them, and what’s worse, their instruction was usually bad; (5) pedagogical knowledge usually had little relationship with the exact elementary and middle school classes, and what’s worse, teachers who gave those lectures usually taught with incorrect instruction methods; (6) there are many problems in the services and management on student-teacher experience, which seriously impede the development of student-teachers; (7) integrated knowledge and skills were ignored.To improve the quality in education of science education major, pieces of advice were given as follows; (1) curricula on the subject matter should be systematic and in depth; (2) what studied in science education major should be based on the exact what’s going on in elementary and middle schools; (3) the more open-ended experiments, the better; (4) knowledge about the nature of science should be emphasized; (5)employ specialist in the nature of science to teach students; (6) inquiry knowledge and skills should also be emphasized; (7) improve lecturers’instruction in pedagogical content classes; (8) build a good relationship between universities and elementary/middle schools to give students more practice on teaching; (9) pay high attention to student-teacher experience to make student-teachers develop better; (10) design suitable curricula to foster students’integrated knowledge and skills.更多还原