The ability of A-level students to name plants
The ability of A-level students to name plants
复制标题
A-level学生命名植物的能力
DOI：
10.1080/00219266.2005.9655963
复制
发表时间：
2005
影响因子：
1.1
通讯作者：
A. Bebbington
中科院分区：
文献类型：
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作者：
A. Bebbington
A级学生识别和命名常见野花的能力很差。实习教师的表现也好不到哪去，近三分之一的a -level生物教师只能说出三种或更少的野花的名字。虽然儿童在小学阶段就有机会了解环境，但大多数进入中学时对周围的生物，特别是植物知之甚少。在中学阶段，整个有机体生物学在课程中的重要性下降，实地考察的机会减少，以及A-level的实地考察集中在技术和课程评估上，使得很少有时间训练识别技能。许多A-level学生认为能够识别和命名生物体并不重要。在教育学生成为负责任的公民和关心他们的环境时，至少了解他们周围常见的生物是至关重要的。我们需要主动调动小学生的兴趣，并在中学阶段提供更多的实地考察机会，包括花时间教学生认识有机体。对教师的培训将是有价值的，正规教育之外的组织在教育更广泛公众方面的作用也得到了承认。
he ability of A level students to recognise and name common wild flowers was shown to be very poor. Traineeteachers performed little better and nearly a third of the practising A-level biology teachers tested were able toname only three or fewer wild flowers. Although opportunities exist at primary level for children to learn about the environment, most enter sec-ondary school with a poor knowledge of the organisms around them, particularly plants. At secondary level thedecrease in the importance of whole organism biology in the curriculum, declining opportunities for fieldworkand the concentration of A-level fieldwork on techniques and course assessment allow little time for training inidentification skills. Many A-level students feel that being able to recognise and name organisms is not important. In teaching students to be responsible citizens and to care about their environment, a knowledge of atleast the common organisms around them is vital.Initiatives are needed to engage the interest of primaryschool children and to provide more opportunities for fieldwork at secondary level, including time to teach students to recognise organisms. Training for teachers would be valuable and the role of organisations outside formal education in educating the wider public is also recognised.