摘    要 通过对小教本科全科生科学方向学生的问卷调查和访谈，对比《科学课程标准（3-6年级）》与本专业课程实施状况、其它科学教育专业的课程设置与本专业的课程设置、小学科学教师需要掌握的知识和能力与现有课程教学内容和方式，发现全科生的科学教学专业自信程度中等，对培养现状的满意程度中等，对完善课程设置和课程实施怀有较高的期待，学生的科学专业知识、科学探究能力和科学教师专业技能都有待提高。本研究认为，完善课程的时间安排、增加小学科学教材解析与研究课和小学科学教学技能训练课、加强师范生“探究”和“引导探究”能力的培养、加强课程教学与小学教材的联系、增加小学科学教学技能训练和课堂观摩的机会，是提高小教本科全科生科学方向师范生水平必须解决的问题。85313

毕业论文关键词：小学科学； 全科师范生； 杭州师范大学

Abstract：Through the questionnaire survey and interview to the undergraduate studies in their general direction of science education ,and comparing science curriculum standard (grade 3-6) with the professional curriculum implementation status, other science education specialty curriculum with this major's courses, the knowledge and ability needed by the elementary school science teacher with the existing teaching contents and ways, this study found that the general education major students have medium degree of confidence to teach science well , are moderately satisfied with the culture of the current situation , and have higher expectations to improve the curriculum and curriculum implementation。 At the same time, their scientific knowledge, scientific inquiry ability and science teachers' professional skills are yet to be improved。 This study argues that improved curriculum schedule, then increase the courses for analyzing and researching teaching material of elementary school science and about how to teach science, and strengthening students’ abilities of "inquiry" and "guide inquiry ", and strengthening the teaching links with the elementary school teaching material, and increasing training opportunities to get teaching skill of the elementary school science and viewing more classes of excellent teachers, these are to the problems that must solved in order to improve students level of teaching elementary school science。

Keyword: elementary school science；general students；Hangzhou normal university

目    录

一、研究背景和意义[5]

二、研究方法与过程[5]

三、调查结果分析  [6]

（一）专业自信分析[6]

  1。专业自信程度及其影响因素分析[7]

2。专业知识与技能的掌握情况分析[7]

3。专业自信与学生专业知识与技能的掌握之间的相关性分析[7]

（二）满意度分析[9]

1。课程科目设置满意度分析[9]

2。课程时间安排的满意度分析[11]

3。教学内容满意度分析[12]

（1）科学知识 [12]

（2）科学探究 [13]

4。对任课教师的教学满意度分析[14]

5。见（实）习安排满意度分析[15]

（三）期待[16]

1。对课程设置的期待[17]

2。对课程实施的期待[17]

四、结论与建议[19]

（一）研究结论  [19]

1。全科生科学教学专业自信程度中等。[19]

2。学生对本专业培养实践的满意程度中等。[19]

3。学生对课程设置和课程实施有较高的期待。[20]

（二）建议[20]

1。以激发学生的学习动机，促进其主动地提高专业自信[20]

2。以科学地增设科目，完善课程设置[20]