试论“物理课程与教学论”的学科定位与发展走向  

On the Subject Position and Development Trend of Physics Curriculum and Teaching Theory

作　　者：于海波[1] 

机构地区：[1]东北师范大学物理学科教育研究所

出　　处：《课程．教材．教法》2010年第9期97-101,共5页Curriculum，Teaching Material and Method

基　　金：全国教育科学“十一五”规划课题“农村初中理科教师课程实施能力发展的行动研究”(项目编号:EHA070261);吉林省社会科学基金“十一五”规划课题“科学课程发展的文化学研究”(项目编号:2007068)

摘　　要：“物理课程与教学论”学科应在“物理知识-物理方法-物理思想”“物理生活-物理实验-物理体验”“认识学生-了解学习-理解教学”“尊重生命-热爱生活-人文情怀”四个维度上提升师范生的专业品质。“物理课程与教学论”学科建设与改革应关注以下五个方面：促进师范生职业素养的全面发展、推动“非教法教师”教学方式的变革、构建科学的物理教师教育课程体系、加强物理师范生人文精神的培养和提升物理课程与教学论的研究水平。The subject of physics curriculum and teaching theory can promote the normal students＇ professional quality effectively in four linked degree, physical knowledge--physical method--physical thought, physical life--physical experiment--physics experience, knowing students--understanding learning--understanding teaching, and respecting the life loving life--humane feelings, which needs to carry on the corresponding reform, including promoting the overall development of normal students＇ job accomplishment, promoting the change of the teaching way of discipline teachers, constructing the scientific physics teachers＇ educational curriculum system, strengthening the cultivation of human spirit of physics normal students and promoting the study level of physics curriculum and teaching theory.

关 键 词：物理课程与教学论 学科定位 发展方向 教师教育 

分 类 号：G633.7[文化科学—教育学]