小学科学课程的创生

发布时间：2018-03-01 23:26

本文关键词： 课程创生小学科学教师小学科学课程　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：小学科学课程是一门实践性课程,学生学习科学课程的主要方式是在教师引导下亲历探究活动,在实践中建构与生成认知世界的经验。科学课程不但是统一的、静态的“文本课程”,而且是教师与学生在具体的教学情境中,建构与创造的个性化的、动态的“体验课程”。教师根据本地本校的实际情况、自身的特点、学生的发展水平和兴趣需要,在教学中创造性地对既定的课程目标、内容、实施方法等做情境性的改变与生成,即被认为是“科学课程创生”。课程创生倡导教学主体间平等的合作与交往,尊重学生的个体差异与多元需求,有利于培养学生的独立人格和创新精神。课程创生把教师从“课程执行者”角色中解放出来,能够增强教师的课程意识,推动教师的专业成长。课程创生植根于具体的情境,故选取山东省青岛市一所公办学校为个案,综合运用访谈法、案例研究等方法,在小学三年级、四年级和六年级中各选取一个班级,对三位教师创生科学课程的做法进行观察,并结合全国优秀科学教师的教学案例,尝试总结小学科学课程创生的内容与一般过程。本研究探索发现,优秀教师能够系统思考现行科学课程的育人价值,主动建构独特的课程理解,从课程教学的目标、内容、方法和评价等方面创生课程。具体包括:根据本班学生的发展水平和特点,把统一的课程目标转化为更加符合学生学习的教学目标,从学生学习的角度整合与生成科学课程目标;教师基于学生的兴趣和需要,对课程与教学内容进行本土化的加工,并选用适切性的教学方法呈现与转化课程内容,增强课程内容对学生和情境的适应性;在评价方面,采用多样化的评价方式发挥评价对学生学习的激励和改善作用,增强学生科学课程学习的自主性。通过访谈梳理教师创生课程的经历和心路历程,发现科学课程创生的一般过程包括:教师与课程文本对话,在理解课程设计者意图的同时,把自身的生命体验和知识经验融入课程,并合理联系其它学科教学内容,创造性地解读文本的意义;在设计与展开教学活动的过程中,教师主动开发利用多种科学课程资源,增加学生参与探究活动的机会,重构学生的课程经验;在教学过程中,教师运用教学机智,把握创生时机,及时捕捉与转化利用生成性资源,引导学生建构教育经验;完成课堂教学后,教师分析学生的反馈情况,对自身的创生行为及其背后的思想观念进行反思,调整创生思路,增强课程创生的有效性。通过案例研究和文献梳理,提出了小学科学课程创生中存在的一些问题,包括教师对课程目标的生成性不足,未能从学生个体可持续发展的角度,整合科学探究、科学知识、科学态度和科学、技术、社会与环境维度的目标;对教材内容加工的批判性不足,教师限制学生表达个人真实的观点;课程创生中的学生参与不足,学生亲身参与探究的时间和讨论交流机会较少;缺少对各类课程资源的整合利用,忽视了对教师和学生本身资源的开发,并且对学校数字化资源和校外课程资源利用效率不高等问题。最后针对以上问题,提出了相关对策建议:教师要增强课程创生意识,树立课程与教学的整合观,超越课程执行者角色。教师在教学前要做好前测,全面了解学生情况,进行弹性化教学设计;教学过程中,教师要鼓励学生表达个性化的课程理解,与学生共同创生课程。学校领导者要重视科学教育,引领教师合作创生课程,组织校本研修活动,加强学校课程制度建设,建立科学课程资源库,完善激励教师创生课程的机制。教育主管部门要加强对科学课程创生的政策引导,为各地各校的教师搭建交流平台,根据科学教师师资队伍情况组织有针对性的培训。高校、科研机构社区和家庭要为课程创生提供必要的智力支持和资源支持,与学校教师共同优化创生生态。鉴于本研究的个案研究特点,其研究结果的普适性还有待进一步深入。
[Abstract]:Primary school science curriculum is a practical course, the main way for students to learn science curriculum is under the guidance of experienced teachers in inquiry activities, construction and generation of cognitive experience in the world. In the practice of science curriculum is not only a uniform, static text curriculum ", and teachers and students in the specific teaching situation, personalized the construction and creation of the" dynamic experience curriculum ". Teachers according to the actual situation of the local school, the characteristics of their own development needs, level and interest of students in teaching, creatively established curriculum objectives, contents, implementation methods and change and generation of the situation, which is considered to be" the creation of science curriculum. Curriculum enactment advocated cooperation and exchanges equality between teaching subjects, respect students' individual differences and diverse needs, is conducive to the cultivation of students' independent personality and innovation spirit. Cheng Chuangsheng taught the lesson Under the tutelage of "liberation executive" role, to enhance teachers' curriculum consciousness, promote the professional growth of teachers. The curriculum enactment is rooted in specific situations, therefore we select Shandong city in Qingdao Province, a public school as a case, comprehensive use of interviews, case studies and other methods, the third grade in primary school, we selected a class of the fourth grade and the sixth grade, the three teachers of creation science curriculum practices were observed, and combined with the national outstanding science teachers' teaching case, try to summarize the contents of primary school science curriculum enactment and the general process. This study found that current science education value system thinking course to outstanding teachers, actively construct curriculum understanding the unique content, from the teaching objectives, methods, and evaluation and other aspects of curriculum enactment. Including: according to the development level and characteristics of the students in the class, the unity of the curriculum goal For students to learn more in line with the goal of teaching, from the perspective of students learning integration and generative science curriculum; teachers' interests and needs of students based on the process of localization of curriculum and teaching contents, teaching methods and the present relevance and transformation of the curriculum, enhance the adaptability of students' curriculum content and context; in the evaluation, using a variety of evaluation methods and improve the incentive to play the role of evaluation of student learning, enhance students' autonomous learning of science curriculum. Through experience and mentality interview combing TCE, found that the general process of science curriculum enactment includes: teachers and curriculum text dialogue, understanding and intention in the course designer and their own life experience and knowledge and experience into the curriculum, teaching content and other reasonable relation, creatively interpret the meaning of the text in the design; The process of design and develop teaching activities, actively develop and utilize different science curriculum resources of teachers, increase the students to participate in activities to reconstruct students experience; in the process of teaching, teachers teaching tact, grasp the creation time, timely capture and use generative resources transformation, to guide the students to build complete classroom education experience; after teaching, teacher feedback analysis of students, reflect on their own behavior and the creation of the ideas behind the creation of ideas, adjust and enhance the effectiveness, curriculum enactment. Through case studies and literature review, puts forward some problems existing in the primary school science curriculum enactment, including lack of generation of teachers of the curriculum objectives, not from the angle of sustainable development of individual students, integrating scientific research, scientific knowledge, scientific attitude and scientific, technical, social and environmental dimensions of target materials; The lack of critical processing capacity, teachers limit students to express their own true point of view; curriculum enactment of students' participation in the lack of students' participation, less study time and discuss opportunities; lack of use to integrate various types of curriculum resources, ignoring the development of teachers and students of the resources, and the low utilization efficiency of schools digital resources and curriculum resources. Finally, aiming at the above problems, put forward the related countermeasures and suggestions: teachers should enhance the awareness of curriculum enactment, establish the integration of curriculum and teaching theory, curriculum implementation beyond the role. The teachers should do in the pre-test before teaching, comprehensive understanding of the students, flexible teaching design; teaching process. Teachers should encourage students to express the understanding of curriculum individuation, together with students of curriculum enactment. School leaders should pay attention to science education, leading teachers' cooperation creation course, organization The school-based research activities, strengthen the construction of school curriculum system, establish a scientific curriculum resources, improve the incentive mechanism of teachers' curriculum enactment. Education departments should strengthen the scientific curriculum enactment policy guidance, build communication platform around the school teachers, according to the science teachers organize targeted training. Colleges and universities, scientific research institutions in the community and the family to provide the necessary for curriculum enactment of intellectual support and resources to support, and school teachers to optimize the creation of ecology. In view of the case of this study, study characteristics and applicability of the results of their research also needs to be further studied.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.6

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