“科教兴国”战略下生物学师范生科学探究素养的提升策略  

How to enhance the scientific inquiry capability of biology preservice teachers under the strategy of“revitalizing the country with science and education”

作　　者：崔月 刘婷[1] 李秋石[1] CUI Yue;LIU Ting;LI Qiushi(College of Teacher Education,Hebei Normal University,Shijiazhuang 050024,China)

机构地区：[1]河北师范大学教师教育学院,石家庄050024

出　　处：《生物学教学》2024年第6期10-13,共4页Biology Teaching

基　　金：河北省教育科学研究“十四五”规划专项课题“‘双减’政策下河北省初中理科作业效能评价研究”,No.2104052;2021年河北师范大学校级教学改革项目“提高师范生科学探究能力为核心的专题研讨课程建设与应用——以‘生物教学技能训练’课程为例”,No.12127269。

摘　　要：科学探究素养是生物学教师科学素养的重要组成,中学生的科学探究素养水平与教师的探究素养水平密切相关。生物学师范生是我国中学生物学教师队伍的后备力量。立足生物学教师科学素养,结合生物学学科性质,制定生物学师范生科学探究素养提升策略,是促进生物学学科核心素养目标有效落实的重要路径。Scientific inquiry capability is an important component of the scientific literacy of biology teachers,and the scientific inquiry literacy of high school students is closely related to that of teachers.Biology preservice teachers are the reserve force of biology teachers in high schools.Developing strategies to enhance the scientific inquiry capability of biology preservice teachers based on the scientific literacy of biology teachers and the nature of biology is an important way to achieve the goals of biological core literacy.

关 键 词：科学探究素养 科学素养 生物学师范生 教师教育 

分 类 号：G633.91[文化科学—教育学]