教师科学素养与中小学生科学思维的发展——基于江苏样本数据的分析  

Teacher's Scientific Literacy and the Development of Scientific Thinking of Primary and Secondary School Students——Based on the Sample Data Analysis of Jiangsu

作　　者：王益富[1] 夏天琼[1] 李洪兰 WANG Yifu;XIA Tianqiong;Li Honglan(Huaiyin Normal University,Huai’an,Jiangsu 223300,China;No.1 Primary School Attached to Huaiyin Normal University,Huai an,Jiangsu 223001,China)

机构地区：[1]淮阴师范学院,江苏淮安223300 [2]淮阴师范学院第一附属小学,江苏淮安223001

出　　处：《现代教育科学》2019年第1期78-84,共7页Modern Education Science

基　　金：江苏省十三五教育规划立项课题"留守儿童消极自我概念的团体心理辅导"(项目编号:D/2016/01/61)

摘　　要：本研究采用问卷调查,在江苏选取中小学教师和学生样本,分别就教师科学素养与学生思维发展的现状展开调查,以初步探究教师科学素养与学生科学思维发展之间的联系。结果发现,教师自身的科学素养是培养学生科学思维能力的关键因素。教师的思维表达能力、批判性思维品质,以及对学生的研究性指导,与学生的理性判断能力、多维思考习惯、科学实践精神和问题解决能力相关。因此,需要加强教师有关科学素养的职前教育与职后培训,强化和规范教育教学研究的科学性,提高科学思维的教育和培养水平。This paper uses a questionnaire survey to select primary and secondary school teachers and student samples in Jiangsu,and conducts a survey on the status of teachers scientific literacy and student thinking development to explore the relationship between teachers scientific literacy and the development of students scientific thinking.It finds that the teacher s own scientific literacy is a key factor in cultivating students scientific thinking ability.Teachers thinking ability,critical thinking quality,and research guidance to students are related to students rational judgment ability,multi-dimensional thinking habits,scientific practice spirit and problem solving ability.Therefore,it is necessary to strengthen teachers pre-vocational education and post-employment training on scientific literacy,strengthen and standardize the scientific nature of education and teaching research,and improve the education and training level of scientific thinking.

关 键 词：中小学生 教师 科学素养 科学思维 

分 类 号：G45[文化科学—教育学]