填鸭式教学方式反思--Paper代写范文

Paper代写范文:“填鸭式教学方式反思”，这篇论文主要描述的是在我们的科学研究中，如果都循规蹈矩，那么将很难有较大的突破，我们的教育也是如此，如果是一味的传输知识采取填鸭式的教育方式，那么并不利于对于学生能力的培养，因此我们采用更加灵活和创新的教学方式，采用更为科学的教育方法。

In my previous assignment, how to implement natural science research in classrooms is a priority of my study. This study is a reflective research journal on relevant literatures, so as to help me to get a more deep understanding on this topic. Before implementing science education, it should first of all make clear the objectives of science education. The content of teaching of science education in the past mainly focuses on natural knowledge, the teaching method is mainly teachers’ classroom teaching. Schwartz, Lederman and Crawford (2004) think that the purpose of this teaching model is to cultivate scientists, they believe that the purpose of teaching about the NOS is not to create scientists, but to produce scientifically literate students and citizens. Based on this theory, I propose that science education strategies should be conducive to achieve this objective. Mccomas, Almazro and Clough (1998) analyze that science teacher must have experiences in exploring social studies of science. And they must be able to apply correct behavior, language and strategies to impart scientific knowledge. Mccomas, Almazro and Clough’s (1998) conclusion illustrates two issues, namely, one is the content of science education, the other is science education methods. Science education strategies are mainly determined from two aspects: content and methods.

First of all, judging from the content of science education, Brush (1989) notes that many science teachers focus only on passing on knowledge, and they are not generally aware of the social and cultural construction of scientific thought. Narguizian (2004) also supports Brush’s (1989) analysis, Narguizian (2004) mentions that it is suitable to allow students to gain an appreciation for the historical, cultural and social influences on scientific development, so as to help students to understand scientific knowledge. Allchin (2004b) also expresses similar views, he believes that the nature of science must include both normative and descriptive elements, understanding of the actual practice of science through sociology can help students to build reliable knowledge. Therefore, considering from the content of science education, the teaching of science knowledge is only one aspect, the teaching of social, cultural, and historical knowledge  relating to scientific development is also very important.

Then, judging from methods of science education, Lederman and Lederman (2004) mention that teachers need to tell students that scientific knowledge is tentative and it can change. These advances in science often accompany advances in technology and theory. This means that in the teaching of natural sciences, it should not just teach static, current knowledge, it should also focus on fostering children's scientific abilities and attitudes.

Songer and Linn (1991) find out that students with dynamic point of view for scientific knowledge are able grasp scientific knowledge better than students with a static point of view. Students with dynamic point of view think that scientific knowledge is tentative, they believe that the best way to learn scientific knowledge is to understand what scientific ideas mean and how they are related.

White (2006) analyzes that students can integrate scientific knowledge and observation, reasoning and thinking skills together, which can help them to dynamically acquire understanding of science, so that in science exploring activities, they can apply the scientific content that they have learned to new issues. Through science exploring activities, students not only learn or recite relevant knowledge and conclusions, they also obtain standard answer to these questions.

Songer and Linn (1991), Lederman and Lederman (2004), as well as White (2006) advocate that the focus of science education is not only to impart knowledge, but also to help to develop the children’s ability.

Considering the use of specific science teaching methods, Meichtry (1993) mentions that the effects of curricular variables, such as the content emphasis of instructional materials, integrated science curricula, language in science instruction has been generally proved to have a negative impact on student understandings on the nature of science. Empirical evidence in terms of the success of innovative instructional materials and skills developed to help with more adequate understandings of the nature of science is necessary.

With respect to nature of science, one of the reasons why knowledge is subject to change is that these different types of investigations provide different  information and evidence concerning the natural world.

Crowther, Lederman and Lederman (2005) point out that making all scientific researches follow the same set and sequence of steps is improper.  In terms of nature of science, the reason for why knowledge should obey change lies in that the different kinds of researches offer different information and evidence relating to the natural world.

All in all, the objective of science education is not to produce scientists, but rather to produce scientifically literate students and citizens. Thus the teaching content and methods should follow this objective. Considering from the content of science education, the teaching of science knowledge is only one aspect of the content, teaching the content of social, cultural, and historical knowledge relating to scientific development is also very important. As far as teaching approaches are concerned, the focus of science education is not just to impart knowledge, but to help to develop children’s ability. Thus science education can not just take the spoon-feeding teaching methods, it mush adopt flexible and innovative teaching methods.

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