如何對科學(xué)和科技教程(Science and Technology Curriculum)進(jìn)行改革

In Turkey, the Ministry of National Education initiated a project and some changes were made in the first stage of primary schooling the content of Science and Technology Curriculum as were made in other fields of study in 2004. Researches made on Science and Technology curriculum in 2005 (Akba?, 2006; Bulut, 2006; Gömleksiz, 2005; Bukova-Güzel and Aklan, 2005; Gözütok, Akgün and Karacao?lu, 2005; Erdo?an, 2005; Ercan and Altun, 2005; Özdemir, 2005 Y?ld?r?m, 2006 ;) drew attention in this sense. 
在土耳其，國家教育部開啟了一個項目，并在小學(xué)課程第一階段中的科學(xué)和科技教程做了一些修改，正如在2004年在其他領(lǐng)域做得研究一樣。2005年，科學(xué)和科技課程的研究人員在這方面進(jìn)行了關(guān)注。
Teachers  play  an  important  role  in  the  realization of  the  foreseen  instructive  practices  in  a  teaching programme. Teacher’s  confidence  and  self-commitment  in  the  practice  of  the  curriculum,  his/her knowledge  about  it  beside  his/her  efforts  to  conduct  the  activities  planned  are  to  be  taken  into consideration. Therefore, it was thought that it would be essential that the efficiency of practice in Science and Technology Curriculum be assessed in 2004-2005 school term based on the views of primary school teachers who taught the curriculum (Gömleksiz and Bulut, 2006). After a year following the application of the curriculum, student-centred curriculum conduct, emphasis on experiments and observation, learning through  experience  orientation  of  students  toward  research,  simplification  of  subject  levels,  integrated units and interest of students in science curriculums proved that the practice of curriculum  was of a great success (Bulu?, K?r?kkaya 2009).
在實現(xiàn)教學(xué)計劃的可預(yù)見啟發(fā)性的做法中，教師扮演重要的角色。在實踐中，教師的信心和自我承諾的課程，要考慮他/她努力進(jìn)行計劃開展的活動。因此，有人認(rèn)為這將是必不可少的，科學(xué)和技術(shù)課程實踐的效率，在2004-2005學(xué)期，在所教課程的小學(xué)教師的意見基礎(chǔ)上進(jìn)行評估。經(jīng)過一年后，應(yīng)用課程，課程以學(xué)生為中心，強(qiáng)調(diào)實驗和觀察，經(jīng)驗學(xué)習(xí)，通過學(xué)生對研究方向的學(xué)科水平，綜合單位和理科課程的學(xué)生的利益簡化，證明了做法課程是一個偉大的的成功。
The improvement of quality in education has been one of the main pursuits of educational institutions. All educational activities are carried out within the framework of syllabi prepared before hand in both formal and continuous education. What is to be gained at the end is determined and stated in this content. Thus, the quality of education is majorly dependent on the content applied. As the short comings and flaws of the curriculum content are amended or completed in accordance with the developments in scientific fields, the quality of education is also expected to increase (Erden, 1998, 2). Curriculum syllabi should constantly be evaluated during and after the practice, and the observed shortcomings should be completed so that the constant improvement and transformation of the content are assured (Aykaç and Ba?ar, 2005, 344).#p#分頁標(biāo)題#e#
提高教育質(zhì)量是教育機(jī)構(gòu)的主要追求之一。所有正規(guī)和繼續(xù)教育攜手，編制教學(xué)大綱的框架內(nèi)開展教育活動。在這個內(nèi)容的決定是什么，并表示將在年底獲得。因此，教育質(zhì)量主要依賴于應(yīng)用的內(nèi)容。作為缺點和缺陷修改或完成的課程內(nèi)容按照科學(xué)領(lǐng)域的發(fā)展，教育質(zhì)量也有望增加。期間和之后的實踐課程教學(xué)大綱應(yīng)不斷評估，并應(yīng)完成不斷完善和改造的內(nèi)容保證所觀察到的缺點。
The aim of the present study is to determine teachers’ views on Science and Technology Course syllabus. In this respect, the research showed whether there were any significant differences in teachers’ general views of Science and Technology curriculum teaching at primary schools in 2009-2010 school term taking into  consideration  the  school/program  they  finished,  their  classroom  http://ukthesis.org/jyx/  condition,  classroom  size  and analysis in 2005. 
本研究的目的是確定科學(xué)和技術(shù)課程教學(xué)大綱教師的意見。在這方面，研究表明，是否有考慮到科學(xué)和技術(shù)課程教學(xué)教師的一般看法，在2009-2010學(xué)期小學(xué)學(xué)校/程序完成后，在2005年的分析他們的課堂教學(xué)條件，教室大小和任何顯著差異。