【作者】 刘佳；

【导师】 柏毅；

【作者基本信息】 东南大学 ， 科学与技术教育， 2015， 硕士

【摘要】 在科技发展日新月异的时代,科学教育越发受到重视,对科学教师专业化的要求也随之提高,要想更好地发挥科学教育的功能,提高学生的科学素养,促进其向规范化、专业化的方向发展,必须推进科学教师专业化,培养一支具有扎实的科学知识、过硬的教学能力,熟练的操作能力和良好的人文素养的科学教师队伍,完善其培养体系,规范其职业标准显得格外重要。鉴于台湾地区在此方面起步较早,发展比较成熟,效果也很显著,因此,本文从台湾地区中小学科学教师专业化的角度研究其职前培养、专业标准和职后培训体系,旨在发现台湾地区科学教师专业化发展的特点和有效做法。本论文采用了文献研究法、比较研究法和调查研究法,首先回顾了台湾地区科学教师专业化的演进历程,以此为基础,从台湾地区科学教师职前培养模式、检定与任用标准、职后专业发展三部分进行介绍,研究发现：台湾地区科学教师的职前培养模式有严格的标准、严谨的流程、丰富的课程与合理的实习。台湾地区科学教师的检定标准注重教师的语文能力、教学原理知识、教学实践知识和学生发展与辅导知识。针对不同资历的科学教师有不同的核心能力指标,但都强调科学知识、学科教学知识、发展生涯学习的能力和培育工作的一体性。台湾地区科学教师职后专业发展包括初任教师辅导制度和在职进修两部分,其中在职进修的形式多元,内容涵盖七大范畴。台湾地区十分重视科学教师探究教学水平的培训,并有了比较成功的培训经验。本论文运用问卷调查与访谈的方法,以南京市小学科学教师为对象,调查了小学科学教师探究式教学水平。调查发现：现任科学教师的科学专业背景欠缺；教龄长的科学教师探究式科学教学得分大于教龄短的科学教师,两者存在显著差异；在问题、解释和交流三个维度上,教龄长的科学教师得分大于教龄短的科学教师,两者存在显著差异。根据研究发现和调查结果,本论文提出了促进科学教师专业化发展的几点建议：全面进行职前培养,严格制定入职标准；促进在职进修终身化,形式多元化；提高科学教师探究式教学水平。本论文通过对台湾地区科学教师专业化发展的调查与研究,总结了台湾地区科学教师专业化的有效做法和宝贵经验,并与大陆地区科学教师专业化发展的途径进行了比较,以期对我国科学教师专业化的完善提供一些借鉴。更多还原

【Abstract】 With the rapid development of science and technology, science education has been paid increasing attention in recent years, and accordingly the demand of science teachers’ professionalization has been improved. In order to give a full play to the science teacher, improve the science literacy of students, and boost a more scientific, standardized development, it’s necessary to promote science teachers’ professionalization, estabilish a teaching staff with solid science and technology knowledge, excellent teaching skills, and good humanities, perfect the training system, and standardize the professional standards. In view of an earlier and more mature situation in this aspect in Taiwan, this paper researches the pre-service training, professional standards and in-service training system of primary and secondary school science teachers in Taiwan, and aims to conclude effective practices and valuable experience of science teachers’ professionalization in Taiwan.Adopting documentation, analysis and comparative reseach method in this thesis and taking a review of the evolution of science teachers’ professionalization in Taiwan as a basis, it lists the basic models of science teacher pre-service training, the qualification of engagement and the in-service training of Taiwan. The study found that:the pre-service training model has strict standards, rigorous process, rich curriculum and reasonable practice. Testing standards of science teachers in Taiwan focus on teachers’ language ability, teaching principles, teaching knowledge and knowledge of student development and couseling practice. There are different core competence indicators for different qualified science teachers, but they all focus on scientific knowledge, pedagogical content knowledge, learning ability and education work of oneness. Science teachers in professional development including beginning teachers’ guidance system and in-service education. In-service education has diverse forms, covering the seven categories. Taiwan attaches great importance of inquiry teaching, and has the successful experience in training.The elementary school science teachers’ inquiry-based teaching level is investigated, Nanjing elementary school science teacher as the object, through questionnaire surveys and interviews about the level of science inquiry. Through the survey, the study found that science professional background teacher is shortage; the level of science inquiry of seniority far above beginning teacher. According to the results of studies and problems found, this research proposed some suggestions to improve the science teachers’ professionalization:strengthen training practice, strict standards for entry; promote lifelong in-service education and diversified forms; raise the level of science teachers inquiry-base teaching.Through the survey of science teachers’ professionalization in Taiwan, this paper summarizes effective measures and valuable experience about it. Comparing with mainland’s conditions and resources, this paper aims to bring some enlightenment and reference to the development of science teachers’ professionalization in mainland.更多还原