本文選題：小學(xué)科學(xué)　切入點(diǎn)：實(shí)驗(yàn)教學(xué)　出處：《山東師范大學(xué)》2017年碩士論文

【摘要】：當(dāng)前課程改革強(qiáng)調(diào)實(shí)驗(yàn)教學(xué)的重要性,普及實(shí)驗(yàn)教學(xué)是推進(jìn)基礎(chǔ)教育改革和實(shí)施課程標(biāo)準(zhǔn)的重要保障。小學(xué)科學(xué)是小學(xué)學(xué)段一門非常重要的學(xué)科,它綜合了自然科學(xué)各個(gè)領(lǐng)域最基本的內(nèi)容,對(duì)于培養(yǎng)小學(xué)生的科學(xué)素養(yǎng)起至關(guān)重要的作用。科學(xué)課的傳授離不開科學(xué)實(shí)驗(yàn),做好科學(xué)實(shí)驗(yàn)可以培養(yǎng)學(xué)生的動(dòng)手操作能力,提高學(xué)生的學(xué)習(xí)熱情,增強(qiáng)學(xué)生的學(xué)習(xí)主動(dòng)性。首先對(duì)當(dāng)前實(shí)驗(yàn)教學(xué)及實(shí)驗(yàn)教學(xué)現(xiàn)狀進(jìn)行了梳理。其次編制了小學(xué)科學(xué)實(shí)驗(yàn)教學(xué)的調(diào)查問卷,從教師對(duì)科學(xué)實(shí)驗(yàn)教學(xué)的情況、學(xué)校對(duì)實(shí)驗(yàn)教學(xué)的支持情況、教師科學(xué)學(xué)科素養(yǎng)及培訓(xùn)和學(xué)生對(duì)科學(xué)實(shí)驗(yàn)的學(xué)習(xí)四個(gè)方面,對(duì)山東省6個(gè)城市24所學(xué)校171名科學(xué)老師進(jìn)行調(diào)查。調(diào)查結(jié)果顯示,科學(xué)教師都能在課前備課,但是沒有很好地開展實(shí)驗(yàn),有的甚至不做實(shí)驗(yàn),只讓學(xué)生背誦。即使開展實(shí)驗(yàn),也不能很好地進(jìn)行指導(dǎo)。學(xué)校沒有配置足夠的科學(xué)教師,多數(shù)科學(xué)老師都是語(yǔ)文、數(shù)學(xué)等學(xué)科老師兼職的,教師的專業(yè)知識(shí)較差。很多學(xué)校的實(shí)驗(yàn)室配置不足,實(shí)驗(yàn)室儀器不能及時(shí)更新。目前,很多教師沒有有機(jī)會(huì)參加關(guān)于科學(xué)實(shí)驗(yàn)的培訓(xùn),能參加的培訓(xùn)也多是級(jí)別較低的培訓(xùn),培訓(xùn)水平不高,教師能得到的知識(shí)并不系統(tǒng)。學(xué)生的情況是雖然很喜歡上實(shí)驗(yàn)課,但是僅僅把實(shí)驗(yàn)課當(dāng)成是和音樂、美術(shù)等學(xué)科一樣是學(xué)習(xí)的調(diào)劑,除了課上時(shí)間擺弄實(shí)驗(yàn)儀器,敷衍的做做實(shí)驗(yàn),課下從來不做探究。最后總結(jié)了當(dāng)前山東省小學(xué)科學(xué)實(shí)驗(yàn)教學(xué)存在的一系列的問題,包括:對(duì)科學(xué)實(shí)驗(yàn)沒有正確的認(rèn)識(shí),教師的實(shí)驗(yàn)技能低,教師接受的專業(yè)培訓(xùn)機(jī)會(huì)少,學(xué)校的實(shí)驗(yàn)條件差,學(xué)生缺乏學(xué)習(xí)興趣。進(jìn)而提出解決這些問題的五點(diǎn)建議:轉(zhuǎn)變觀念,提高科學(xué)的重視程度;加強(qiáng)教師教育,提高教師的專業(yè)素養(yǎng);增加教育投入,改善實(shí)驗(yàn)條件;調(diào)整教學(xué)方法,調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性。
[Abstract]:Primary school science is a very important subject in primary school. It synthesizes the most basic contents in all fields of natural science and plays an important role in cultivating the scientific literacy of primary school students.The teaching of science courses can not be separated from scientific experiments. Doing well in scientific experiments can cultivate students' hands-on ability, improve students' enthusiasm for learning and enhance students' initiative in learning.First of all, the current experimental teaching and experimental teaching status is combed.Secondly, the questionnaire of science experiment teaching in primary school is compiled, from four aspects: teachers' teaching of science experiment, the support of school to experiment teaching, the accomplishment and training of teachers' science subject, and the students' study of science experiment.171 science teachers in 24 schools in 6 cities of Shandong Province were investigated.The results show that science teachers can prepare lessons before class, but they do not carry out experiments well, some do not even do experiments, and only ask students to recite them.Even if the experiment is carried out, it cannot be well directed.The school does not have enough science teachers, most science teachers are Chinese, mathematics and other subjects teachers part-time, teachers' professional knowledge is poor.Many schools have inadequate laboratory facilities, and laboratory instruments cannot be updated in time.At present, many teachers do not have the opportunity to take part in the training on scientific experiments, and most of the training they can take part in is lower level training, the level of training is not high, and the knowledge that teachers can acquire is not systematic.The student's situation is that although very much like to take the experiment class, but only regards the experiment class as the same as the music, the fine arts and so on discipline is the study adjustment, besides the class time plays with the experimental instrument, perfunctorily does the experiment, under the class never makes the inquiry.Finally, this paper summarizes a series of problems existing in science experiment teaching in primary schools in Shandong Province, including: lack of correct understanding of scientific experiments, low experimental skills of teachers, less opportunities for teachers to receive professional training, and poor experimental conditions in schools.Students lack interest in learning.Then five suggestions to solve these problems are put forward: changing ideas, enhancing scientific attention, strengthening teachers' education, improving teachers' professional accomplishment, increasing educational input, improving experimental conditions, adjusting teaching methods,Arouse the enthusiasm of students to study.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.6

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