“两层三步”战略提升公费师范生教学能力的培养实践——以四川师范大学化学专业为例  

Training Practice of“Two Layers and Three Steps”Strategy to Improve the Teaching Ability of Public Funded Normal Students:Taking the Chemistry Major of Sichuan Normal University as an Example

作　　者：王瑶 伍晓春[1] Yao Wang;Xiaochun Wu(College of Chemistry and Materials Science,Sichuan Normal University,Chengdu 610068,China)

机构地区：[1]四川师范大学化学与材料科学学院,成都610068

出　　处：《大学化学》2023年第1期71-75,共5页University Chemistry

基　　金：2021年度四川哲学社会科学研究基地课题(TER2021-023)。

摘　　要：公费师范生政策对促进师资有效配置、推动义务教育均衡发展具有重要意义。相较于部属师范院校公费师范生,省属师范院校公费师范生的培养无论是在办学的客观条件还是学生的主观能力水平都具有一定差距。四川师范大学化学专业采用“两层三步”战略对公费师范生进行分层培养,因材施教。通过测试学生学情后对学生分层定级,优秀层级学生主要进行研究性学习与创新性实验学习,普通层级学生进行薄弱知识与基础实验技能的强化训练;建立质量评价体系,一段时间后实行学生层级的动态调整,以激发学生内在潜能。这一战略有效提升了公费师范生的学习动力和教学能力。The policy of public funded normal students is of great significance to promote the effective allocation of teachers and promote the balanced development of compulsory education.Compared with the public funded normal students in the subordinate normal universities,the training of public funded normal students in the provincial normal universities has a certain gap in both the objective conditions of running a school and the level of students’subjective ability.The chemistry major of Sichuan Normal University adopts the strategy of“two layers and three steps”to carry out layered training for public funded normal students and teach students according to their aptitude.After testing the students’learning situation,the students are graded.The excellent students mainly carry out research-based learning and innovative experimental learning,and the ordinary students carry out intensive training of weak knowledge and basic experimental skills;Establish a quality evaluation system and implement the dynamic adjustment of students’level after a period of time,so as to stimulate students’internal potential.This strategy has effectively improved the learning motivation and teaching ability of public funded normal students.

关 键 词：两层三步 省属院校 公费师范生 化学专业 教学技能培养 研究性学习 

分 类 号：G64[文化科学—高等教育学] O6[文化科学—教育学]