“双减”后中小学教师学习科学素养提升  

On Post-Double Reduction Policy-The Improvement of Primary and Secondary School Teachers'Learning Scientific Literacy

作　　者：王华 Wang Hua(Teacher's College,Xi'an University,Xi'an 710065 China)

机构地区：[1]西安文理学院师范学院,西安710065

出　　处：《西安文理学院学报(社会科学版)》2024年第4期11-15,共5页Journal of Xi’an University(Social Science Edition)

基　　金：西安市社科基金文理专项:教育神经科学视野下小学教师专业发展范式转向研究(22ZL04)阶段性成果

摘　　要：学习科学素养是中小学教师专业素养的核心,是全面育人的前提,是高效教学的保证。“双减”后教师学习科学素养欠缺日益显现。究其原因,既有我国学习理论研究的相对薄弱,也存在实践中教与学二元的孤立。提升中小学教师学习科学素养的路径有:树立教始于学的教学观念,构建网络资源支持下的专业学习共同体,提升基于学习科学的教师本土实践研究。Learning scientific literacy is the core of primary and secondary school teachers'professional literacy.It is the premise of comprehensive education and the guarantee of efficient teaching.After the“double reduction policy”,teachers'lack of scientific literacy has become increasingly apparent.The reasons are not only the relative weakness of the study of learning theory in China,but also the isolation of teaching and learning in practice.The ways to improve primary and secondary school teachers'learning scientific literacy include:establishing the teaching concept that teaching begins with learning,building a professional learning community supported by network resources,and promoting teachers'local practice research based on learning science.

关 键 词：双减 中小学教师 学习科学素养 

分 类 号：G451.2[文化科学—教育学]