核心素养背景下小学科学教育专业职前课程设置优化
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摘要
2017年开始实施的基于核心素养培育的小学科学课程,对小学科学教师的素质提出了新要求,迫切需要高校对小学科学教师职前教育课程进行优化,使师范毕业生自身具备核心素养,并具备在科学课中培养小学生核心素养的教学能力和情意。具体来看,通识课程应更好地培养"语言与沟通""自我管理"等素养;科学类专业课程应更好地培养"科学学科核心素养";教育类专业课程的比重需要增加,"小学科学教学设计"等课程的内容需要优化;实践课程中见习和实习的方式需要优化。
Primary science curriculum based on core competencies cultivation, which has been implemented since2017, has set up new demands on the quality of primary science teachers. Universities are required to optimize their initial primary science teacher training courses instantly, so as to achieve the goal of equipping students with core competencies, and equipping students with teaching abilities and professional cordiality needed in the cultivation of core competencies in primary science classroom. Specifically, general education curriculum should better cultivate"language and communication"competency and "self management"competency; specialized courses in science should better cultivate "core competencies in science"; specialized courses in education should increase its proportion, and course content of"primary science instructional design"needs to be optimized; the way of novitiation and internship needs to be optimized.
Primary science curriculum based on core competencies cultivation, which has been implemented since2017, has set up new demands on the quality of primary science teachers. Universities are required to optimize their initial primary science teacher training courses instantly, so as to achieve the goal of equipping students with core competencies, and equipping students with teaching abilities and professional cordiality needed in the cultivation of core competencies in primary science classroom. Specifically, general education curriculum should better cultivate"language and communication"competency and "self management"competency; specialized courses in science should better cultivate "core competencies in science"; specialized courses in education should increase its proportion, and course content of"primary science instructional design"needs to be optimized; the way of novitiation and internship needs to be optimized.
引文
[1]中华人民共和国教育部.教育部关于全面深化课程改革落实立德树人根本任务的意见[EB/OL].(2014-04-08)[2019-03-01].http://old.moe.gov.cn/publicfiles/bu siness/htmlfiles/moe/s7054/201404/xxgk_167226.html.
[2]刘恩山,胡卫平,郝京华.义务教育小学科学课程标准解读[M].北京:高等教育出版社,2017:25.32.56-59.
[3]中华人民共和国教育部.义务教育小学科学课程标准[S].北京:北京师范大学出版社,2017:53.
[4]李晶,王凌诗.科学新课程教学与教师成长[M].北京:中国人民大学出版社,2011:6-9.
[5]臧玲玲.国际视野下的大学生核心素养研究——基于文本分析的视角[J].现代教育管理,2017(12):102-106.
[6]刘德华,欧阳荣华.美国高校小学教育专业课程设置的基本特点与启示[J].课程·教材·教法,2006(11):89-92.
[7]丁邦平.我国小学科学教师教育:现状、问题与思考[J].当代教师教育,2011(2):1-7.
[8]李景梅,林长春,梁国明.小学教育专业(科学)本科课程设置的比较研究[J].洛阳师范学院学报,2011(11):120-124.
(1)《中国学生发展核心素养》适用于基础教育阶段,“大学生核心素养”与《中国学生发展核心素养》基本框架相同,都分为文化基础、自主发展和社会参与三大方面,是教育部哲学社会科学研究重大课题委托项目“我国基础教育阶段和高等教育阶段学生核心素养模型研究”的成果。
(2)七个“跨领域概念”分别是:模式;因果:机制和解释;尺度、比例和数量;系统;能量和物质:转化、循环和守恒;结构和功能;稳定与变化。
[2]刘恩山,胡卫平,郝京华.义务教育小学科学课程标准解读[M].北京:高等教育出版社,2017:25.32.56-59.
[3]中华人民共和国教育部.义务教育小学科学课程标准[S].北京:北京师范大学出版社,2017:53.
[4]李晶,王凌诗.科学新课程教学与教师成长[M].北京:中国人民大学出版社,2011:6-9.
[5]臧玲玲.国际视野下的大学生核心素养研究——基于文本分析的视角[J].现代教育管理,2017(12):102-106.
[6]刘德华,欧阳荣华.美国高校小学教育专业课程设置的基本特点与启示[J].课程·教材·教法,2006(11):89-92.
[7]丁邦平.我国小学科学教师教育:现状、问题与思考[J].当代教师教育,2011(2):1-7.
[8]李景梅,林长春,梁国明.小学教育专业(科学)本科课程设置的比较研究[J].洛阳师范学院学报,2011(11):120-124.
(1)《中国学生发展核心素养》适用于基础教育阶段,“大学生核心素养”与《中国学生发展核心素养》基本框架相同,都分为文化基础、自主发展和社会参与三大方面,是教育部哲学社会科学研究重大课题委托项目“我国基础教育阶段和高等教育阶段学生核心素养模型研究”的成果。
(2)七个“跨领域概念”分别是:模式;因果:机制和解释;尺度、比例和数量;系统;能量和物质:转化、循环和守恒;结构和功能;稳定与变化。