小学中高年级微型科普校本课程开发的行动研究

发布时间：2018-04-18 18:58

本文选题：科学教育 + 校本课程　；参考：《广西师范大学》2017年硕士论文

【摘要】：在全面提升国民科学素养的大背景下,作为小学一线科学教师更应该把握机会,时刻注意观察日常教育教学环境中的科学教育现象,仔细反思教学环节,认真总结教学经验,结合自身专业背景和优势特长积极开展教育教学研究。通过教学实践与教学研讨的相互作用,科学教师可以努力把发现的真实情景下的教育教学问题和现象加工成为各种形式的教育研究,转化为自己的教育教学成果。自参加创新实践平台以来,本人一直在南宁市天桃实验学校(银杉校区)进行创新实践。在本人承担教学任务开始利用上课时间进行小学探究科学活动的创新教育实践的过程中,学生被科学故事、科学现象所吸引的眼神令人印象深刻,他们在进行科学实验、科学探究中表现出了比平时更据想象力、更富创造力。基于本人观察到的孩子们对于科学活动的需求,在实践中积累了一些在小学中高年级开展科学探究活动的经验,为微型科普活动校本课程的开发打下基础。面对学生对于科学活动的热爱与零碎空白的教学时间的矛盾,本人在教学实践中尝试利用这些零碎的时间开展微型科学活动,为小学生科学素养的提升略尽绵力。基于这样的创想,本人从总结教育教学实践过程中积累的案例中,从收集来的成熟完整的系列科学活动案例中,精选、改编成8个适合我校区实际教育教学环境的微型科普活动案例,构成微型科普活动校本课程主体。微型科普活动校本课程精选8个科学活动案例,融入探究自主练习环节,以教师容易操作实现、学生容易接受的方式开展以科普为水平定位的微型科学活动。在校区领导、教研组的帮助下,本人主要利用每周五下午第6节时间进行教学循环实践,供给不参加“CUTE课程”特色班而留在教室的学生体验该校本课程。微型科普活动校本课程初衷是通过开展微型科学活动填补学生零碎空白课堂时间来提升学生科学素养水平。从实施覆盖情况过程上来看,基本能够填补学生零碎课堂空白时间。据当班教师收集的过程性资料反馈,学生参与课程感受良好,普遍表现出期望持续参与的意愿,基本达成课程活动目标。小部分学生能提出有深度的思考,并呈现出良好情感态度价值观迁移至科学课学习上的现象。但在授课过程中,学生仍有小范围纪律涣散现象,个别学生依旧我行我素延续一贯不良课堂行为,对少量课程实施造成一定的影响。微型科普活动校本课程采用师生共同评价为主要评价方式,对参与者的评价由自评、其他参与者的评价和组织者评价构成,对课程实施层面的评价主要由组织者自评辅以参与者们的综合评价构成。以此互动交融式评价帮助参与者和组织者正视活动过程中自己的行为表现,利用各方面信息进行综合评价来减轻参与者、组织者的心理负担,在轻松的氛围中促进教学相长。
[Abstract]:In the background of improving national scientific literacy, as the primary school science teacher should grasp the opportunity, always pay attention to science education to observe the phenomenon of daily teaching environment, reflect on teaching, summing up teaching experience, combined with their own professional background and advantages and actively carry out education and teaching research. Through the interaction of teaching practice and teaching the study of science teacher education can strive to study various forms of processing teaching and found the phenomenon of real situation become, into their own teaching achievement. Since in innovation platform, I have been in Nanning day peach experimental school (FIR campus) innovation in practice. I undertake the task of teaching to start the process of educational innovation in scientific inquiry activities by primary school class time, students are science stories, science Attracted by the phenomenon look impressive, they are engaged in scientific experiments, scientific research has shown more than usually according to the imagination, are more creative. I observed the children demand for scientific activities based on some high grade in primary school in carrying out the activities of scientific inquiry of accumulated experience in practice, play under the foundation for the development of micro science activities of the school-based curriculum. In the face of the contradiction between students love for scientific activities and the system of blank teaching time, I try to carry out micro science activities using the spare time in the teaching practice, to enhance the scientific literacy of the students to do a little help. This idea based on, I accumulated from the summary of education in the process of teaching practice case, selected from a collection of scientific activity series complete case, 8 for me, adapted to the actual teaching environment of Campus Micro science activities case, micro science activities school-based curriculum subject. Micro science activities school-based curriculum selected 8 case inquiry into scientific activities, independent practice, the teacher is easy to operate, to carry out micro science activities to science as the horizontal positioning of students to accept the way. In campus leadership, teaching and research group's help, I the main use of every Friday afternoon sixth cycle time for teaching practice, not to participate in the supply of "CUTE" courses and specialty classes to stay in the classroom students experience the school-based curriculum. The micro science activities of school-based curriculum intention is carried out by micro science activities to fill the blank pieces students class time to improve students' scientific literacy level. From the implementation process on the cover the basic point of view, students can fill the blank time. According to the process of classroom system of data collection on Teachers' feedback, students' participation in Curriculum Feel good, generally show the expected continued willingness to participate, a basic curriculum activities target. A small number of students can put forward the depth of thinking, and showing a good emotional attitude and values are moved to the science learning phenomenon. But in the process of teaching, students still have a small range of individual students still lack of discipline phenomenon. As the continuation of the usual bad class behavior, the implementation of a certain impact on the course. A small amount of micro science activities by teachers and students of school-based curriculum evaluation as the main evaluation methods, evaluation of the participants by self rating, evaluation of other participants and organizers of the evaluation, a comprehensive evaluation of the implementation level of curriculum evaluation mainly by the organizer with self rating participants the interaction type. In order to help participants and organizers face evaluation activities in the course of their behavior, the use of all aspects of information integrated Evaluation to reduce the psychological burden of the participants, the organizers, in a relaxed atmosphere to promote the Teaching benefits teachers as well as students..

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

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