摘要
培养学生适当理解科学本质是科学教育的目标之一。实现这一目标的关键是理科教师具有相应的科学本质教学行为。理科教师科学本质教学行为可以从显性教学目标、具有认识论水平的教学主题、显性区别观察和推论、注重知识产生方式、反思性评价活动、评价性作业等六个方面进行发展性评价。发展性评价的实施主要在理科教师科学本质教学行为自我监控系统指导下进行。
Helping students develop adequate understanding of nature of science（NOS） is one of objectives for science education. The key of realizing this objective is that science teahers have appropriate teaching behavior of nature of science. Main aspects of developmental evaluating science teahers＇ teaching behavior of nature of science are explicit instructional objective, epistemological inatructional theme, explicit distinguishment between observation and inference, the mode of knowledge-production, reflective assessment activities and evaluation assignment. Developmental evaluation may be put into effect under self-monitoring system of teaching behavior.
出处
《教育科学》
CSSCI
北大核心
2007年第3期48-53,共6页
Education Science
关键词
理科教师
科学本质
教学行为
发展性评价
science teachers
nature of science
teaching behavior
developmental evaluation
