深化师范生科创教育之“流变”理路  

The Rheological Thinking of Deepening the Normal University Students’ Science and Innovation Education

作　　者：吴振利[1] WU Zhenli(Jilin Normal University,Siping Jilin 136000)

机构地区：[1]吉林师范大学,吉林四平136000

出　　处：《现代教育管理》2022年第7期87-94,共8页Modern Education Management

基　　金：吉林省高等教育教学改革研究2020年重点课题“地方高师院校教师教育专业‘示范·师范·典范’育人模式研究与实践”。

摘　　要：我国民众的科创素养有待提高,要提高民众的科创素养,其基础之一是加强和深化师范生科创教育,提高未来教师的科创素养。科创教育深合教育之理,是素质教育的内核。在专业教育中,科创教育可以生成分置并行流、添加混合流和内在内生流,三者难以泾渭分明。在具体教育教学中,遵循流变思想深化科创教育,需要于“混流”中加强融会贯通,于“交流”中实现刨根问底,于“激流”中增强体验见识,于“曲流”中谋求别有洞天。The scientific innovation literacy of the general public in China needs to be improved.To do this,we should enhance and deepen the science and innovation education of normal university students,so as to improve the scientific innovation literacy of future teachers.Science and innovation education stands deeply in line with the principle of education,and is the core of quality-oriented education.Science and innovation education can be divided into discrete parallel flow,added mixed flow and internal endogenous flow,which are difficult to distinguish clearly.In specific education and teaching situation,following the rheological thought to deepen the science and innovation education,we should strengthen the understanding in the“mixed flow”,find out the root in the“crossed flow”,enhance the experience and insight in the“torrent”,and seek unique insights in the“meandering”.

关 键 词：科创素养 师范生 科创教育 模式 流变 

分 类 号：G652[文化科学—教育学]