摘要
非正式学习情境具有独特的教育功能和价值,其三种主要培养模式——植入式、辅助式、合作式对职前科学教师的知识观、教学观和教师角色认同等方面具有积极的影响。基于我国现有的科学教育需求和科学教育现实之间的矛盾,在职前教师培养体系中发展大学—中小学—非正式学习情境相融合的三位一体的培养共同体至关重要。
Informal learning context has its unique function and value on education. Its three major models, which are implanted, supplementary and cooperative, have positive affection on the knowledge, teaching skills and identity of pre-service science teachers. Considering the contemporary Chinese science education reality, it is essential to propose a community-based pre-service teacher training framework including university, schools and informal learning context.
出处
《课程·教材·教法》
CSSCI
北大核心
2014年第3期106-112,共7页
Curriculum，Teaching Material and Method
基金
北京自然科学基金项目"儿童科技场馆学习的发展特点与效果促进研究"(9122015)
国家留学基金委"国家建设高水平大学公派研究生项目"(留金发[2011]3005)阶段性成果
关键词
职前教师
非正式学习情境
博物馆
专业发展
pre-service teacher
informal learning context
museums
professional development
