如何对科学和科技教程(Science and Technology Curriculum)进行改革

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 (Akbaş, 2006; Bulut, 2006; Gömleksiz, 2005; Bukova-Güzel and Aklan, 2005; Gözütok, Akgün and Karacaoğlu, 2005; Erdoğan, 2005; Ercan and Altun, 2005; Özdemir, 2005 Yıldırım, 2006 ;) drew attention in this sense. 
在土耳其，国家教育部开启了一个项目，并在小学课程第一阶段中的科学和科技教程做了一些修改，正如在2004年在其他领域做得研究一样。2005年，科学和科技课程的研究人员在这方面进行了关注。
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 (Buluş, Kırıkkaya 2009).
在实现教学计划的可预见启发性的做法中，教师扮演重要的角色。在实践中，教师的信心和自我承诺的课程，要考虑他/她努力进行计划开展的活动。因此，有人认为这将是必不可少的，科学和技术课程实践的效率，在2004-2005学期，在所教课程的小学教师的意见基础上进行评估。经过一年后，应用课程，课程以学生为中心，强调实验和观察，经验学习，通过学生对研究方向的学科水平，综合单位和理科课程的学生的利益简化，证明了做法课程是一个伟大的的成功。
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 Başar, 2005, 344).#p#分页标题#e#
提高教育质量是教育机构的主要追求之一。所有正规和继续教育携手，编制教学大纲的框架内开展教育活动。在这个内容的决定是什么，并表示将在年底获得。因此，教育质量主要依赖于应用的内容。作为缺点和缺陷修改或完成的课程内容按照科学领域的发展，教育质量也有望增加。期间和之后的实践课程教学大纲应不断评估，并应完成不断完善和改造的内容保证所观察到的缺点。
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. 
本研究的目的是确定科学和技术课程教学大纲教师的意见。在这方面，研究表明，是否有考虑到科学和技术课程教学教师的一般看法，在2009-2010学期小学学校/程序完成后，在2005年的分析他们的课堂教学条件，教室大小和任何显著差异。