美国物理教师教育本科课程设置的特点与启示——以美国马里兰大学巴尔的摩县分校为例

Characteristics of Undergraduate Curriculum of Physics Teacher Education in American and its Implication——As University of Maryland at Baltimore County for an Example

以美国马里兰大学巴尔的摩县分校为例,分析了美国一般大学物理教师教育本科专业的课程设置及其特点,从中得到我国物理师范本科课程建设改革的一些启示:应重视通识课程建设,形成由多学科组成的介绍性概论通识课程体系,增加物理师范生的通识课程的授课比例;将师范专业定位为职前教育,增加贴近教学实践的教育类课程;压缩高级理论物理课程,降低物理专业课程比重。

Base on the study of The B. A. （Bachelor of Arts） Program in Physics Education at UMBC （University of Maryland at Baltimore County） , this article uncovers the prominent characteristics of physics education undergraduate curriculum in America, shedding light on the design of our China＇s counterpart. Several lessons are drawn from the analysis. First, General Foundation Requirement （GFR） courses should be highlighted both by establishing a multi-disciplinary introductory course system and by increasing their credits required. Second, physics education undergraduate program should be targeted as a pre-vocational one by increasing education courses necessary for certification to teach physics at the secondary level while reducing the credits in physics courses emphasizing pure theoretical strength.