台湾地区科学教师专业化的借鉴研究

发布时间：2018-09-17 19:37

【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。
[Abstract]:With the rapid development of science and technology, more and more attention has been paid to science education, and the demand for the specialization of science teachers has also been raised. In order to bring the function of science education into full play, to improve students' scientific literacy, and to promote their standardization, In the direction of specialization, we must promote the professionalization of science teachers, cultivate a contingent of science teachers with solid scientific knowledge, excellent teaching ability, skilled operation ability and good humanistic literacy, and perfect their training system. It is particularly important to regulate their professional standards. In view of the fact that Taiwan started earlier, developed more mature and achieved remarkable results, this paper studies its pre-service training, professional standards and post-service training system from the perspective of the professionalization of science teachers in primary and secondary schools in Taiwan. The purpose of this paper is to find out the characteristics and effective methods of the professional development of science teachers in Taiwan. This paper adopts the literature research method, the comparative research method and the investigation research method. First of all, it reviews the evolution of science teachers' specialization in Taiwan, based on this, from the pre-service training model, verification and appointment standards of science teachers in Taiwan. The research shows that the pre-service training model of science teachers in Taiwan has strict standards, rigorous process, rich curriculum and reasonable practice. The verification standard of science teachers in Taiwan focuses on teachers' Chinese ability, teaching principle knowledge, teaching practice knowledge and students' development and tutoring knowledge. Science teachers with different qualifications have different core competence indexes, but they all emphasize the integration of scientific knowledge, subject teaching knowledge, the ability to develop career learning and the cultivation work. The post-service professional development of science teachers in Taiwan includes two parts: the guidance system for new teachers and the on-the-job learning, in which the forms of in-service education are diverse, and the contents cover seven major areas. Taiwan attaches great importance to the training of science teachers' inquiry teaching level, and has more successful training experience. Based on questionnaire and interview, this paper investigates the level of inquiry teaching of primary school science teachers in Nanjing. It is found that the current science teachers lack the science professional background, the science teachers with long teaching years have higher scores of inquiry science teaching than the science teachers with short teaching years, there are significant differences between the two, and there are three dimensions: problem, explanation and communication. The score of science teachers with long teaching years is higher than that of science teachers with short teaching years, and there is a significant difference between them. Based on the findings of the research and the results of the investigation, this paper puts forward several suggestions for promoting the professional development of science teachers: carrying out the comprehensive pre-service training, strictly formulating the entry standard, promoting the in-service education for life, and diversifying the forms; To improve the level of inquiry teaching for science teachers. Based on the investigation and research on the professionalization of science teachers in Taiwan, this paper summarizes the effective practices and valuable experiences of the professionalization of science teachers in Taiwan, and compares it with the approaches to the professionalization of science teachers in mainland China. In order to provide some reference for the perfection of the specialization of science teachers in our country.
【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】：G633.98

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