借助高校资源提升小学科学教师的教育教学能力是一种重要的在职培训方式。国外研究表明,通过高校开展的暑期项目,科学教师的探究式教学能力得到提升,学生对科学的学习兴趣以及科学成绩得到提高。国内关于如何加强大学与小学科学教育的...借助高校资源提升小学科学教师的教育教学能力是一种重要的在职培训方式。国外研究表明,通过高校开展的暑期项目,科学教师的探究式教学能力得到提升,学生对科学的学习兴趣以及科学成绩得到提高。国内关于如何加强大学与小学科学教育的联系仍在探索中。通过对美国高校开展的暑期项目进行分析,在培训导向上具有基础研究导向、问题——需求导向、战略前瞻导向,高校组织管理并举驱动暑期项目,评估机制和激励措施是暑期项目的重要支撑,科学体验为科学教师提供了交流学习的基本要素;发现美国一流高校的暑期项目具有以下特点:注重小学科学教师的科学探索经历、充分利用研讨会进行教师间的汇报与交流、项目的长期性以及培训后进行科学教育质量评估。It is an important on-the-job training method to improve the teaching and educational ability of primary school science teachers with the help of university resources. Foreign studies have shown that through summer programs conducted by universities, the inquiry-based teaching ability of science teachers has been improved, and students’ interest in science learning and scientific performance has been improved. In China, how to strengthen the connection between universities and primary school science education is still under exploration. Through the analysis of summer programs conducted by American universities, it is found that the training orientation is basic research oriented, problem-demand-oriented, and strategic-foresight-oriented. The organization and management of universities drive the summer programs. Evaluation mechanisms and incentives are important supports for summer programs. Scientific experience provides science teachers with the basic elements of communication and learning. The summer programs of first-class American universities are found to have the following characteristics: focusing on the scientific exploration experienc展开更多
文摘借助高校资源提升小学科学教师的教育教学能力是一种重要的在职培训方式。国外研究表明,通过高校开展的暑期项目,科学教师的探究式教学能力得到提升,学生对科学的学习兴趣以及科学成绩得到提高。国内关于如何加强大学与小学科学教育的联系仍在探索中。通过对美国高校开展的暑期项目进行分析,在培训导向上具有基础研究导向、问题——需求导向、战略前瞻导向,高校组织管理并举驱动暑期项目,评估机制和激励措施是暑期项目的重要支撑,科学体验为科学教师提供了交流学习的基本要素;发现美国一流高校的暑期项目具有以下特点:注重小学科学教师的科学探索经历、充分利用研讨会进行教师间的汇报与交流、项目的长期性以及培训后进行科学教育质量评估。It is an important on-the-job training method to improve the teaching and educational ability of primary school science teachers with the help of university resources. Foreign studies have shown that through summer programs conducted by universities, the inquiry-based teaching ability of science teachers has been improved, and students’ interest in science learning and scientific performance has been improved. In China, how to strengthen the connection between universities and primary school science education is still under exploration. Through the analysis of summer programs conducted by American universities, it is found that the training orientation is basic research oriented, problem-demand-oriented, and strategic-foresight-oriented. The organization and management of universities drive the summer programs. Evaluation mechanisms and incentives are important supports for summer programs. Scientific experience provides science teachers with the basic elements of communication and learning. The summer programs of first-class American universities are found to have the following characteristics: focusing on the scientific exploration experienc
