普通本科物理学(师范类)专业培养目标及规格研究
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摘要
普通本科物理学(师范类)专业具有普通、物理和师范三个特征,普通是指扎根于基础教育领域,物理和师范是指以培养综合型物理教学人才为主要培养目标。我们通过问卷调查及运用教育科学理论来分析,确定一个适应于普通本科院校的物理学(师范类)专业的培养目标和规格。该培养目标和规格能够使物理学(师范类)专业向一个正确和健康的方向发展。对于这样一个新型培养目标及规格的实施,文章认为可以应用于培养模式变革、课程体系安排,以及物理专业相关的教学理论和方法等课程的教学实践中。
General undergraduate physics major(normal education) has three characteristics: general, physics and normal education.General means it rooted in the field of basic education. Physics and normal education mean its aim is to train synthesis physics teacher. By using the method of questionnaire and theory of education, we put forward a new training objective and specification of physics(normal education) for the general colleges and universities. The training objective and specification will enable the physics(normal education) to develop in a correct and healthy direction. For the realization of such a new training objective and specification,we think it can be extended to the teaching reform of building model, adjustments curricula and the course and teaching studies.
General undergraduate physics major(normal education) has three characteristics: general, physics and normal education.General means it rooted in the field of basic education. Physics and normal education mean its aim is to train synthesis physics teacher. By using the method of questionnaire and theory of education, we put forward a new training objective and specification of physics(normal education) for the general colleges and universities. The training objective and specification will enable the physics(normal education) to develop in a correct and healthy direction. For the realization of such a new training objective and specification,we think it can be extended to the teaching reform of building model, adjustments curricula and the course and teaching studies.
引文
[1]李学敏.高校人才培养目标的实现过程研究:基于教师培养目标意识的视角[D].江西师范大学,2014.
[2]文辅相.中国高等教育目标论[M].华中理工大学出版社,1995.
[3]张炳生,刘雪东.机械工程应用型本科人才培养规格的研究[J].常州大学学报(社会科学版),2003,4(1):44-46.
[4]林伟连,伍醒,许为民.高校人才培养目标定位“同质化”的反思———兼论独立学院人才培养特色[J].中国高教研究,2006(5):40-42.
[5]周远清.开展一次教学方法的大改革———在“首届中国大学教学论坛”上的讲话[J].中国大学教学,2009(1):6-8+15.
[6]2010-2020国家中长期教育发展规划[EB/OL].http://www.china.com.cn/policy/tex/2010-03/01/content_19492625_3.htm,2010-03-01.
[7]张学立.民族地区高等师范院校面临的问题及其对策研究[J].贵州民族研究,2004,24(1):130-135.
[8]曲晶,唐颖.对英语专业人才培养目标和课程设置的再审视[J].中国高等教育,2007(19):57-59.
[9]李江林,柯敏得.师范院校物理教育专业学生知识结构的研究[J].湖北师范大学学报(哲学社会科学版),2014,34(5):119-123.
[10]胡丽.我国高师物理师范专业教育类课程设置的调查研究[D].西南大学,2006.
[2]文辅相.中国高等教育目标论[M].华中理工大学出版社,1995.
[3]张炳生,刘雪东.机械工程应用型本科人才培养规格的研究[J].常州大学学报(社会科学版),2003,4(1):44-46.
[4]林伟连,伍醒,许为民.高校人才培养目标定位“同质化”的反思———兼论独立学院人才培养特色[J].中国高教研究,2006(5):40-42.
[5]周远清.开展一次教学方法的大改革———在“首届中国大学教学论坛”上的讲话[J].中国大学教学,2009(1):6-8+15.
[6]2010-2020国家中长期教育发展规划[EB/OL].http://www.china.com.cn/policy/tex/2010-03/01/content_19492625_3.htm,2010-03-01.
[7]张学立.民族地区高等师范院校面临的问题及其对策研究[J].贵州民族研究,2004,24(1):130-135.
[8]曲晶,唐颖.对英语专业人才培养目标和课程设置的再审视[J].中国高等教育,2007(19):57-59.
[9]李江林,柯敏得.师范院校物理教育专业学生知识结构的研究[J].湖北师范大学学报(哲学社会科学版),2014,34(5):119-123.
[10]胡丽.我国高师物理师范专业教育类课程设置的调查研究[D].西南大学,2006.