中美科学教师培养的比较研究

发布时间：2018-04-20 15:07

本文选题：科学教育 + 教师培养　；参考：《东南大学》2015年硕士论文

【摘要】：美国作为世界上公认的教育强国,一向特别重视科学教育,其科学教育也一直处于世界领先地位。另外在科学教师的培养上美国也形成了自己的特色,并且积累了很多成功的经验。相比而言,我国科学教育起步较晚,科学教师培养仍处于探索阶段,虽然经过多年的发展,我国科学教师的培养工作也已经取得了一些成就,但是与美国等教育发达国家相比,我国科学教师培养仍然还有很长的路要走。本文通过对中美两国科学教师培养进行比较,借鉴美国在科学教师培养方面的成功经验,取长补短,来完善我国科学教师培养,以培养出高质量的科学教师,促进我国科学教育事业的发展。本文主要从专业标准、职前培养和职后培训三个方面对中美科学教师培养进行比较研究。在专业标准上,选取美国的NSTA标准(2012版)和NBPTS标准(2014版)与中国的初中科学新课程标准(2011版)和中学教师专业标准(2011版)进行比较,得出中国科学教师专业标准的制定应该从专业知识、专业技能和专业态度三个维度进行。在职前培养上,从培养模式、培养目标和课程设置三个方面进行比较,得出我国的科学教师职前培养应该丰富培养模式、完善培养目标和优化课程设置。在职后培训培训上,从政策法规、培训目标、培训模式和教师资格证书四个方面进行比较,得出我国的科学教师职后培训应该健全政策法规、提升培训目标、丰富培训模式和完善教师资格证书制。
[Abstract]:As a recognized educational power in the world, the United States has always attached great importance to science education, and its scientific education has always been in the leading position in the world. In addition, in the training of science teachers, the United States has formed its own characteristics, and accumulated a lot of successful experience. In contrast, science education in China starts relatively late, and the training of science teachers is still in the exploratory stage. Although after years of development, the training of science teachers in our country has made some achievements, but compared with the developed countries such as the United States of America, There is still a long way to go in the training of science teachers in China. This paper compares the training of science teachers between China and the United States, and draws lessons from the successful experience of the United States in the training of science teachers, so as to perfect the training of science teachers in our country, in order to cultivate high quality science teachers. To promote the development of science education in China. This paper makes a comparative study on the training of science teachers in China and America from three aspects: professional standards, pre-service training and post-service training. In terms of professional standards, NSTA (2012) and NBPTS (2014) are selected to compare with China's New Curriculum Standard for Junior Middle School Science (2011) and the Professional Standard for Middle School Teachers (2011). It is concluded that the formulation of professional standards of Chinese science teachers should be carried out from three dimensions: professional knowledge, professional skills and professional attitude. In the aspect of pre-service training, the author compares the training mode, the training goal and the curriculum setting, and concludes that the science teachers' pre-service training in our country should enrich the training model, perfect the training goal and optimize the curriculum. In terms of on-the-job training, we compare the four aspects of policies and regulations, training objectives, training models and teachers' qualification certificates, and draw a conclusion that our country's post-service training of science teachers should improve policies and regulations and promote training objectives. Enrich the training model and improve the teacher qualification certificate system.
【学位授予单位】：东南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G659.1

【相似文献】