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中学理科教师,肩负着向青少年传播科学知识和真理的重任。但是,在实际教学中,能不能充分发挥他作为科学的传播者的作用呢?为了弄清这一问题,在近四年内我应用类似人类学的方法对澳大利亚的西部和美国密执安州九所中学(6—12年级)做了一千个课时的观察,并对三十五位教师的情况做了深入的了解。深入到中学,与教师和学生交往在融洽的气氛中,通过观察、参与、面谈和其他交流形式,全面真实地记录了中学理科的情况。
Middle school science teachers, shouldering the task of transmitting scientific knowledge and truth to young people. However, in actual teaching, can we give full play to his role as a communicator of science? In order to clarify this issue, in the past four years, I applied a similar anthropological approach to Western Australia and the United States of Michigan State Nine The secondary schools (grades 6-12) conducted one thousand hours of observation and made in-depth understanding of the situation of 35 teachers. Deep into secondary schools, interaction with teachers and students In a harmonious atmosphere, the situation of middle school science is fully and truly recorded through observation, participation, interview and other forms of communication.