The Research on the Paths of Popular Science Education about Myopia Prevention and Control among College Students in the Context of Shifting the Focus Forward

Currently, the number of myopic people in China has reached as high as 600 million, and it shows a trend of “early onset, high incidence, and a high degree of severity”. The issue of myopia among children and adolescents has attracted widespread attention from all sectors of society. Comprehensive myopia prevention and control efforts have been launched nationwide. Popular science education, vision screening, and improving visual environments are effective measures for preventing myopia. However, among the target audience for comprehensive myopia prevention and control, the preschool children group has been neglected, and the work of myopia prevention and control for this group has been significantly weakened and marginalized. Due to insufficient awareness of prevention and control, the hyperopia reserve in the preschool children group is being continuously depleted, leading to the early onset of myopia. In light of this situation, the focus of myopia prevention and control needs to shift forward, and it is worth exploring and pondering how college students with a background in optometry can develop entertaining and engaging popular science education materials and methods.

An Interview-Based Study of the Factors Influencing the Quality of Professional Training of Science Education Graduates

The proposal of the strategy of developing the country through science education has clarified China’s demand for the development of the science and education industry and the cultivation of science and education talents,and the birth of Science Education majors is an important link in the cultivation of scientific literacy.Based on the grounded theory,we interviewed three Science Education graduates from a university and coded the interview data by using NVivo 12.0 to find eight important factors affecting their professional training and employment choices.The factors are“social factors,”“individual career choice factors,”“campus resources,”“employment advantages,”“professional self-development,”“teacher factors,”“planning for further education and employment,”and“student motivation.”This study analyzes the interaction between the influencing factors,constructs a theoretical model of the influencing factors of the quality of Science Education professional training,explores the problems of the training process of Science Education majors and employment dilemmas,and puts forward corresponding suggestions.

Continuity of Natural Science Education in the System of“School-University”

At the present time,new state compulsory standards for school education,standard curricula,and curricula have been developed.The programs of higher and postgraduate education do not take into account changes in educational curricula of secondary education.The future specialists of pedagogical universities are teachers of the school.Therefore,graduates of universities on pedagogical specialties,including scientific direction,should be profoundly aware of the content of subjects studied in secondary education.It is very important to understand the need to ensure the continuity of educational curricula of higher pedagogical and general secondary education in conditions of updating the content of education.The relevance of the research topic is due to the lack of continuity in the educational programs of higher pedagogical and general secondary education in conditions of updating the content of education;discrepancy of professional competences of young pedagogical staff,graduates of higher educational institutions,to the conditions of the updated content of school education;the lack of fundamental and applied research to date,considering the theoretical and methodological foundations for ensuring the continuity of natural science education in the“school-university”system in the context of updating the content of education;the need for the research in the context of the implementation of the State Program for the Development of Education of the Republic of Kazakhstan for 2016-2019,which indicates an increase in the prestige of the profession of teachers and an increase in their quality.These theoretical and methodological bases for ensuring the continuity of educational programs of higher pedagogical and secondary education in conditions of updating the content of education will make it possible to introduce changes in the educational curricula of higher and postgraduate education for the training of pedagogical personnel.

国外小学科学教师教育研究述评——基于Science Education的文献计量分析

通过文献计量分析的方法,对近10年来国际科学教育权威杂志Science Education的科学教师教育专栏文献的发文量、作者、内容等进行计量分析。结果表明,该杂志教师教育研究已形成核心作者;论文多以合作者发表;质性方法是主要研究方法;研究內容主题多元化。这对中国小学科学教师教育研究的方式、方法和研究方向有着重要的启示。

The 3E learning cycle in the television show Sid the Science Kid

This article reports on a research study on Sid the Science Kid PBS television show including meth-ods for preschool teachers to promote the inclusion of the 3E Learning Cycle and the tents of the nature of sci-ence in their preschool science education curriculum. We discussed： （a）the value of the Sid the Science Kidmedia tool and its relationship to the nature of science; （b）how to identify the 3E＇s Learning Cycle in the Sidthe Science Kid media tool. The goal of this study is to analyze if the 3E＇s （Explain, Explore, Engage） are pre-sent in a television promoting inquiry for young learners. We are suggesting the Sid media tool be a model forthe explicit teaching of the 3E＇s and the nature of science, not behavior management.

Exploring Pre-service Science Teachers' Perspectives on the Nature of Science:A Comparative Study Between China and Canada

The Nature of Science(NOS)is an important component of scientific literacy.Science teachers'Views of the Nature of Science(VNOS)directly affect their teaching behaviors.Therefore,it is of great significance to explore science teachers'VNOs and find ways of improvement.

“Progress in Polymer Science and Engineering”教学探讨——海外教师主导本科全英文课程建设体会

为了推动本科生教育国际化进程,提升学生国际竞争力和跨文化交流能力,浙江大学本科生院于2015年设立了海外教师主导本科全英文原味课程建设项目。高分子科学与工程学系借此契机,在三大核心专业课《高分子化学》、《高分子物理》、《高分子材料》的基础上,邀请德国拜罗伊特大学的Andreas Greiner教授、Hans-Werner Schmidt教授和Seema Agarwal教授开设了全英文课程《高分子科学与工程进展》(Progress in Polymer Science and Engineering)。该课程旨在通过全英文专业课程的学习,让学生从另一视角熟悉所学的课程、专业和学科,加深对本专业学科知识的理解,强化英语交流能力,提高我系本科教育的国际化程度。本文就该课程建设三年以来的教学内容、教学形式、教学效果、学生经验体会等方面进行了总结,并针对学习过程中存在的问题,结合当前高等学校的本科教育国际化大趋势,分享全英文课程建设的教学经验。

教师学习科学素养:概念内涵、理论框架与提升策略

学习科学作为揭示人类学习过程的核心学科,对于引领教育实践和变革具有重要作用。教师作为教育实践的执行者,在教育改革和学习科学应用与发展中承担着关键角色。文章系统阐述了教师学习科学素养的概念发展与内涵演进,反映出学习科学与教学实践从线性、割裂、融合到升级的交织关系。基于概念内涵,文章构建并解析了教师学习科学素养理论框架的各个维度及其含义,为教师专业成长和教育政策的制定提供理论支撑和实践指导。最后,基于“提升教师学习科学素养”项目,提出“兴趣—理论—实践—研究—分享”的提升策略模型,以期为打造高质量教师教育体系作出贡献。

幼儿园教师待遇保障的逻辑遵循、困境检视与立法保障

建设一支高素质善保教的幼儿园教师队伍,是新时期党和国家的重要战略。长期以来,我国幼儿园教师法律身份不明、整体工资收入水平低、五险一金缴纳不足、城乡地区待遇水平差距大等问题突出,严重影响队伍稳定性与职业吸引力,亟待立法破解。为此,完善幼儿园教师待遇保障的法律体系应进一步凸显幼儿园教师具有公共性的专业人员定位,制定、完善工资定价制度并明确最低工资标准,明确五险一金足额足项缴纳的立法规定与法律责任,完善农村幼儿园教师待遇保障机制。

幼儿园教师亲师关系定位偏差与调整:基于家园合作的分析

正确定位亲师关系是开展家园合作的前提。平等对话是亲师关系的基础,以幼儿为纽带的情感联结是亲师关系的内核。当前幼儿园亲师关系存在定位偏差,表现为服务关系、隶属关系、事务关系、个人关系四种类型,给家园合作带来了一定的负面影响。幼儿园教师应从亲师互动入手调整亲师关系,促进家园合作。具体而言,教师要明确教育合作目的,增加与家长的教育互动;通过平等对话推进合作,减少合作风险;理解家长的合作表现,降低家长的合作成本;提供具体的家庭教育指导,增加家长的合作收益;致力建设积极型家长团队,改善双方的合作环境。

我国西部民族地区县域幼儿园教师工资待遇与离职倾向的关系:同事离职意愿和工作压力的链式中介

为探究我国西部民族地区县域幼儿园教师工资待遇与离职倾向的关系,以及同事离职意愿和工作压力的作用,采用工资待遇问卷、教师离职倾向问卷、同事离职意愿问卷和工作压力问卷对县域内314名幼儿园教师展开调查。结果表明:我国西部民族地区县域幼儿园教师工资待遇负向预测教师离职倾向,同事离职意愿在工资待遇与离职倾向间起中介作用,同事离职意愿与工作压力在幼儿园教师工资待遇与离职倾向间起链式中介作用。为降低我国西部民族地区县域幼儿园教师离职倾向,政策层面建议增加财政投入并建立工资调整机制,情感层面建议真切关怀他者且引导留任者,管理层面建议控制挑战性压力并降低阻碍性压力。

幼儿园教师情绪智力与职业幸福感的关系:工作投入的中介作用

为探讨幼儿园教师情绪智力与工作投入与其职业幸福感的关系,以河北省各市1874名幼儿园教师为对象开展问卷调查。结果发现,幼儿园教师的职业幸福感整体呈中等偏上水平。其中,人口学变量方面的具体特点为:教龄越长,幼儿园教师的职业幸福感得分越高;随着教育水平的提高,幼儿园教师的职业幸福感有所下降;收入和编制只能影响幼儿园教师职业幸福感的某些方面;配班教师和园长的职业幸福感显著高于主班教师和年级组长;农村幼儿园教师职业幸福感最高,其次是城市和区县幼儿园教师;示范幼儿园教师职业幸福感显著高于一、二、三级幼儿园教师。幼儿园教师的职业幸福感、情绪智力以及工作投入之间均呈显著正相关关系,情绪智力中的情绪管理、情绪运用和他人情绪评估3个维度都能十分显著地正向预测其职业幸福感;工作投入在情绪智力和职业幸福感之间起部分中介作用。为了更好地提升幼儿园教师的幸福感,应当关注他们的薪资待遇,确保他们得到应有的回报;应当公平对待幼儿园教师并为他们提供培训机会;同时应注意均衡幼儿园教师的工作投入,提高其职业幸福感水平。

中小学教师参与场馆教育的认知、行为与需求研究

研究基于扎根理论访谈了24位中小学教师,发现基于教育效果的理性评价与现实需求促生教师参与动机,对自身职业发展和学校教学的助益程度为教师参与意愿的决定性因素。在具体实施行为上,利益相关者的支持、人手、时间、经费、资源、专业支持、职业发展支持等方面存在不足,研究就此提出加强组织支持,馆校双方拥抱知识差异,开发优质教育资源,并在政策引导下,攻克实施困难等建议。

Teaching Programming Concepts to K-12 Teachers With Scratch

This study aims to investigate teaching programming concepts to K-12 teachers with Scratch. A total of 10 K-12 teachers enrolled in one graduate course participated in this study. They received lectures, took practices and exercises of Scratch programming and were then asked to design and implement their projects before the semester. It was found that teaching programming concepts to K-12 teachers with Scratch is feasible. K-12 teachers with less computer background can learned basic programming concepts and applied them in their project code implementation. Although no significant difference was found between participants＇ pre-test and post-test on programming self-efficacy, positive attitudes toward learning Scratch programming was revealed in the questionnaire survey and results of interviews. This study paves a way for referring to the teaching of programming concepts for K- 12 teachers.

我国教师教育研究课题的实然样态与应然走向--基于2006-2023年全国教育科学规划课题的数据分析

全国教育科学规划课题以解决教育发展与改革中的理论和实践问题为目的,具有前沿性、全局性、导向性等特点。以全国教育科学规划课题为研究对象,呈现教师教育类课题的发展趋势和发展问题,有助于把握教师教育领域的研究动态。通过对教师教育类课题的立项数据和主题内容的分析发现:当前,教师教育类课题在立项数量上较为稳定,但在立项单位、立项区域上较不均衡,立项单位间的合作不够密切;研究已形成稳定的核心主题,但仍存在教师教育理论研究薄弱的问题;课题成果数量不足,挂靠课题现象较为明显。基于以上问题,提出加强科研单位间合作、鼓励基础教育教师参与课题、夯实教师教育理论研究、提高课题成果转化率等有效举措。

科学教育中科学家的角色与功能

部分科学家参与科学教育的专业实践以及与此相关的研究,是发展高质量科学教育的关键要素。科学家为何以及应该如何深度参与到其他专业群体之中,即科学教育中科学家的角色定位和功能发挥问题,尚缺乏适当的分析框架。互动型专长这一概念框架,强调科学研究中的默会规范,以及外行沉浸于科学研究活动与科学群体之中的重要性,适用于分析当前科学教育如何实现实践转向。当下的科学实践存在着社会−认知上的层级迁移、更强的默会程度和交叉性等特征,科学发展的动态性和科学探索的复杂性给科学教育变革带来了新挑战。科学教育在将科学认知实践的真实过程、与认知实践相关的社会维度等转化为教育资源时,衔接不足。通过参与校内外科学教育,科学家能够促进科学外行的互动型专长,自身也能获得一定的社会−认知受益。科学家深度参与科学教育有多重角色,是促进学生参与和理解真实的科学认知实践的衔接者和资源提供者、科学教育领域的合作研究者。通过传递真实的科学研究过程、澄清学科交叉中的多重概念与推理、促进理解科学模型、促进有科学证据的科学教育研究,科学家能够发挥的功能可以是:提升课程质量、影响教学实践、提升基础教育科学教师的培养层次,助力学生成为认知实践的主体,培养科技人才、促进有科学证据的科学教育。

乡村学校科学教师专业发展内生动力模型的构建与验证

激发乡村学校科学教师专业发展内生动力是提升乡村学校科学教育质量的关键。针对乡村学校科学教师群体呈现出专业发展内生动力不足的问题,文章采用混合研究方法构建乡村学校科学教师专业发展内生动力模型并进行相应的验证。首先,运用扎根理论研究方法,对15位乡村学校科学教师的生命叙事进行分析,提炼影响其专业发展动力的要素;其次,设计与开发相应的测量工具,运用探索性因素分析,形成正式的测量工具;最后,从内生发展的视角,构建乡村学校科学教师专业发展内生动力模型,运用验证性因素分析,检验模型的拟合度与稳定性。研究发现,乡村学校科学教师专业发展内生动力的生成需要以横纵双向的教学胜任力培养为基础、以身心状态调节能力的加强为催化剂、以科学教师价值观的重塑为最终旨归。

乡村幼儿园教师地方感的构成要素及生成路径

地方感是人们对特定地方的感知,地方感的培育是乡村幼儿园教师“留得住、教得好、会发展”的重要保障。本研究以“地方感”为主题,对25位乡村幼儿园教师进行深度访谈,运用扎根理论对所得研究资料进行分析。结果显示,乡村幼儿园教师的地方感由情感依恋、文化认同、资源运用、人际互动、活动参与五个要素构成,其中,情感依恋提供联结枢纽,文化认同提供信念支撑,资源运用提供物质基础,人际互动提供驱动力量,活动参与提供实践情境,同时这些要素之间存在着逻辑联系。乡村幼儿园教师的地方感萌发于教师完整的乡土生活,与园所课程紧密相依,并能够反映出乡村的文化样态,其生成是一个具有渗透性、具身性和交互性的过程。基于此,本研究从乡土文化氛围、课程资源建设与社交互动空间三个方面提出乡村幼儿园教师地方感的培育建议。

幼儿园开展科学实验活动的价值意蕴、现实困境及改进策略

为了促进幼儿园科学实验活动的有效开展,推动幼儿科学启蒙教育,采用文献法、观察法和案例法,对幼儿园科学实验活动的内涵、价值以及活动开展现状进行梳理。结果发现,幼儿园科学实验活动目标出现偏差,存在“形式化”倾向;科学实验活动过程忽视探究性,存在“高控化”倾向;科学实验活动评价粗略,存在“单一化”倾向等现实困境。为此,分别从教师、幼儿园以及家长三个方面进行原因分析,并针对性地提出:提升教师自身专业能力和科学素养,加强幼儿园对科学实验活动的重视和支持力度,提高家长自身科学素养与科学实验活动参与度是促进幼儿园科学实验活动开展的有效途径。