H大科学教育专业毕业生培养质量的调查研究
发布时间：2018-11-24 07:51
【摘要】：基础教育阶段综合科学课程的实施和改革对科学教师提出了新的要求,科学教育的发展需要高等师范院校的人才培养质量为支撑。而高等师范院校教师教育的改革滞后于基础教育的发展,不能适应基础教育的需要。因此迫切需要对毕业生的培养质量进行调查,以进一步推进我校科学教育专业教学改革、提高人才培养质量,增强我校科学教育专业毕业生的综合竞争力,化被动适应为主动引领基础教育科学教育的发展。本研究以基础教育阶段的综合科学课程改革和高校教师教育改革的需要为背景,在现有科学教育专业建设与研究成果的基础上,以国外的科学教师标准以及国内对综合科学教师能力要求为理论支撑,通过对我校科学教育专业近5年毕业的从事教师工作的新任教师进行跟踪问卷调查,通过用人单位对我校科学教育专业毕业生的满意度进行问卷调查,以及通过对一些的优秀毕业生进行访谈调查,综合以上三个方面的调查分析以了解毕业生的从业情况,了解他们适应实际教学工作的情况,并对我校科学教育专业的教学质量和教学效果做出评价。综合分析毕业生跟踪调查、用人单位满意度调查和优秀毕业生经验总结所得到的结论,在舍恩反思性教学理论、罗杰斯自由学习理论、案例教学理论等教学能力培养理论的指导下,提出了提升我校科学教育专业人才培养质量的建议:(一)综合交互的课程体系建设,包括通过加重教育教学管理课程、增设小学科学教育课程、深化学习心理学课程、实验技能课程系统化、全面渗透创新能力培养来实现知识与能力培养的全面提升,通过理论课程与实践课程交叉开设、课程内容按实践到理论再到实践方式组织来实现理论与实践的并行。(二)灵活高效的课程实施途径,包括通过项目教学法、案例教学法等多种方式提升课程实施的有效性,通过延长时间、明确目标、加强管理力度、建立全程考核体系等措施实现教育实习课程的反思性实践。(三)通过调查信息的深入分析,本研究进一步构想了以实践为导向的新培养模式:大一实现从学者到教者的角色转变,大二基于实际需要进行专业技能训练,大三从实践回归深入学习理论,大四在更高层次的实践中再次检验理论。
[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.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G652.4
本文编号：2352866
[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.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G652.4
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