新时代中等职业教育化学基础课改革趋势研究*

为了贯彻落实《国家职业教育改革实施方案》,教育部颁布的《中等职业学校公共基础课程方案》进一步确立了中等职业学校化学基础课的地位和作用。系统研究了新时代中等职业教育面临的形势与任务、化学基础课改革历程以及化学课程标准凸显出的中职化学课程改革的新理念,并分析了新课标对中职化学教师的新要求。     

化学学院专业介绍——化学生物学专业

南开大学是国内最早建立化学生物学学科、最早开展化学生物学本科生和研究生培养的高校之一。南开大学化学学院从2012年开始招收化学生物学专业本科生,迄今为止培养了5届共98名毕业生;经过多年教学实践,在化学生物学专业人才培养方面积累了经验,取得了一定成效。介绍了南开大学化学学院化学生物学本科专业的基本情况、课程设置、培养特色和目标、育人成效等。     

论课程改革中的初高中化学衔接教学

实施中学化学课程改革,要坚持“为了每一位学生的发展”的基本理念,从知识体系、教学方法、学习策略和情感态度4个方面搞好初、高中化学衔接教学。     

关于化学课程中"能力培养"问题的思考

本文依据20世纪70年代以来国家统一颁布的化学教学大纲为线索,从课程发展的角度对我国中学化学课程中能力培养的问题进行了探讨。文章重点考察了以下3个问题：教学大纲中关于能力的提法、能力要素的确定、能力培养和科学探究的联系与区别。     

高中化学新课程的校本化实施

高中化学新课程的校本化实施是指在遵照高中化学课程标准前提下,学校根据自身性质、特点和条件,将国家层面上规划的高中化学课程转变为适合本校学生学习需要的实践过程。高中化学新课程的校本化实施的外部条件有:国家要完善高中化学课程标准的修订;地方政府和师范院校要加大对高中化学新课程校本化实施的扶持。其内部运作可以从教学目标的校本化、教学内容的校本化、教学方式的校本化、教学评价的校本化等方面入手。     

奏响“过程 情感和生活”的强音——2011年中考物理试题感悟

通过对2011年全国各地中考物理试题命制的考察与分析,结合初中物理新课程标准对物理教学的要求,感悟新课标"过程、情感和生活"强音在中考物理试题中奏响的趋势、特点.     

法治建设的国家能力基础：从国族认同建构能力切入

援引“国家能力”的概念及其学说来讨论中国法治问题,如今正逐渐在中国法学界成为一种新潮流。但当将这些出自非法学研究者之手的理论运用来研究中国法治问题时,其中有些概念乃至分析框架,应当事先做一番必要的检讨与调整,再非常谨慎地予以借用。尤其是要适当超越“国家能力”学说有可能过度凸显的某种“自上而下支配”的面向。国族认同建构能力可被用来将国家能力问题与法治建设勾连起来进行讨论。作为国家能力之内容的重要组成部分,国族认同建构能力不仅是在全球化时代最大程度地维系一国法治之自身正当性的基础,也是有助于在一国范围内以最小成本高质量地构建回应型法治的润滑剂。     

日本新修订的高中化学课程概览

2018年3月日本文部科学省公布了新修订的、拟于2022年正式施行的《高中学习指导要领》。新修订的高中学习指导要领充实了高中化学课程的目标，形成了促进获得知识与技能，注重培养思考力、判断力、表现力，培养科学探究的态度等为核心的新目标体系，并调整了“化学基础”和“化学”2门课程的部分学习内容及学习要求。     

Guiding Teachers in the Use of a Standards‐Based Mathematics Curriculum: Teacher Perceptions and Subsequent Instructional Practices After an Intensive Professional Development Program

Reforms in mathematics education call for K‐12 teachers to employ standards‐based pedagogies, which embody the National Council for Teachers of Mathematics' principles and standards. In order to effectively support teachers' implementation of standards‐based curricula, professional development must be provided that meets teachers' needs. The professional development program in this study focused on the implementation of a standards‐based mathematics curriculum entitled Investigations in Number, Data, and Space (Investigations). This study uses Guskey's framework as a guide to examining teachers' perceptions of the impact of the professional development that they received; their perceptions of mathematics teaching and learning; and how elements of the professional development translated into practice. Twenty‐two participants were randomly selected from the 53 professional development participants to be interviewed and observed during their mathematics teaching. Using a constant comparison method, the data sources in this study highlighted themes surrounding teachers' experiences with professional development and the implementation of the curricula. The analysis of the data sources in this study highlighted themes surrounding teachers' experiences with professional development: teachers as learners, teachers as self‐evaluators, shifting paradigms, enactment of professional development content into practice, and the influence of the state standardized mathematics test. The results of this study have several implications for future professional development and also highlight some of the more general issues that teachers face when attempting to enact new knowledge and skills into their practice.     

Shifts of mathematical thinking in adolescence

This theoretical paper relates key features of the mathematics adolescents are expected to learn in school to other aspects of adolescent development. Difficulties in mathematical learning at that age include changes in perspective and in the actions that are mathematically productive. Commonly-recommended methods of trying to engage adolescents in mathematics do not necessarily enable students to shift to new perceptions and new ways of constructing mathematical understandings, yet the shifts students need to make are in accord with other aspects of adolescent development.