中美理科教師對(duì)科學(xué)探究及其教學(xué)的認(rèn)識(shí)
發(fā)布時(shí)間：2018-08-07 07:56
【摘要】： 科學(xué)探究作為當(dāng)代國際基礎(chǔ)科學(xué)教育領(lǐng)域的主旋律,引領(lǐng)著理科教師在課堂教學(xué)層面的改革。但是,學(xué)界對(duì)教師自身的探究意識(shí)還缺乏系統(tǒng)的研究,尤其跨文化國家教師的研究在理論和實(shí)踐上都未形成基本的范式。因此,本論文將研究問題聚焦在中美理科教師對(duì)科學(xué)探究及其教學(xué)的認(rèn)識(shí)上,以美國基礎(chǔ)科學(xué)教育研究為主要背景,通過科學(xué)探究發(fā)展歷程和理論取向的追溯,考察了基于科學(xué)教育標(biāo)準(zhǔn)的探究教學(xué)的研究概況,梳理了本課題的研究路徑和方法論基礎(chǔ);繼而,利用混合研究并行法得出中美理科教師對(duì)科學(xué)探究及其教學(xué)的認(rèn)識(shí)差異,并通過分析美國ICAN培訓(xùn)項(xiàng)目,進(jìn)一步考察了教師的認(rèn)識(shí)與實(shí)踐的關(guān)聯(lián);綜上研究,結(jié)語部分對(duì)我國理科教師的探究教學(xué)培訓(xùn)提出了基于科學(xué)探究知識(shí)、實(shí)踐與反思并行的建議。理論部分與實(shí)證部分相互益知、相互提升,旨在為該領(lǐng)域的研究及實(shí)踐提供路徑和方法上的引導(dǎo)。 本論文共分六章展開研究: 第一章基于科學(xué)探究相關(guān)概念的辨析,系統(tǒng)地追溯了科學(xué)探究在美國基礎(chǔ)科學(xué)教育領(lǐng)域的發(fā)展歷程,并探討了科學(xué)素養(yǎng)、科學(xué)本質(zhì)、教師知識(shí)和信念等理論的研究取向。 第二章以美國科學(xué)教育標(biāo)準(zhǔn)為指導(dǎo),縱向地回顧了美國基礎(chǔ)科學(xué)教育改革的歷程,闡釋了科學(xué)教育的教學(xué)標(biāo)準(zhǔn)和內(nèi)容標(biāo)準(zhǔn),進(jìn)一步考察了探究教學(xué)的研究狀況,涉及到探究教學(xué)的實(shí)施和評(píng)價(jià)。 第三章基于科學(xué)教育標(biāo)準(zhǔn)實(shí)施過程的發(fā)展導(dǎo)向,系統(tǒng)地梳理了從科學(xué)本質(zhì)聚焦到科學(xué)探究的研究路徑,從方法論層面重點(diǎn)分析了科學(xué)認(rèn)識(shí)論中的科學(xué)本質(zhì)和科學(xué)探究兩個(gè)核心領(lǐng)域,涉及到研究內(nèi)容和路徑上的內(nèi)在邏輯,為實(shí)證部分提供了研究取向和方法上的引導(dǎo)。 第四章以混合研究并行法調(diào)查了中美理科教師對(duì)科學(xué)探究的認(rèn)識(shí),得出他們在科學(xué)探究具體議題的認(rèn)識(shí)上存在顯著性差異,且中國教師的認(rèn)識(shí)處于傳統(tǒng)階段,美國處于傳統(tǒng)到深刻的過渡階段;中美教師對(duì)科學(xué)探究的認(rèn)識(shí)分為定型步驟、學(xué)科知識(shí)、認(rèn)知能力、學(xué)科思想、情境建構(gòu)和探究技能六種,且中國教師以定型步驟和學(xué)科知識(shí)為主,美國以情境建構(gòu)和認(rèn)知能力為主;教師對(duì)科學(xué)本質(zhì)和科學(xué)探究的認(rèn)識(shí)存在相關(guān)性,中國教師對(duì)科學(xué)本質(zhì)的認(rèn)識(shí)具有主導(dǎo)性,美國則不同;而且中國教師對(duì)科學(xué)探究的認(rèn)識(shí)還存在許多關(guān)鍵性問題的迷思。 第五章以探究教學(xué)錄像為載體,實(shí)證調(diào)查了中美理科教師對(duì)探究教學(xué)的認(rèn)識(shí),得出了他們在“做探究”方面存在顯著性差異,中國教師更注重實(shí)驗(yàn)的規(guī)則性操作;影響教師探究教學(xué)評(píng)定的主導(dǎo)因素也存在中美差異,中國更關(guān)注教師的引導(dǎo)作用;探究教學(xué)的五種認(rèn)識(shí)類型包括講授演示、技能訓(xùn)練、實(shí)驗(yàn)設(shè)計(jì)、情境認(rèn)知和開放探究,與教師的教學(xué)實(shí)踐存在相關(guān)性,且中國教師傾向于講授演示和技能訓(xùn)練,而美國教師傾向于情境認(rèn)知和開放探究;中美理科教師教學(xué)實(shí)踐中三維課程目標(biāo)達(dá)成的方式差異也較大。 第六章以美國ICAN探究教學(xué)培訓(xùn)項(xiàng)目為例,詳細(xì)闡釋了該項(xiàng)目的設(shè)計(jì)和組織,并對(duì)教師案例進(jìn)行了前后測的效果分析,考察了該項(xiàng)目對(duì)教師科學(xué)探究和科學(xué)本質(zhì)的認(rèn)識(shí)以及教學(xué)實(shí)踐的影響,并進(jìn)一步分析了教師的認(rèn)識(shí)與實(shí)踐的關(guān)系。 結(jié)語基于中美理科教師的認(rèn)識(shí)差異和美國培訓(xùn)項(xiàng)目的分析,對(duì)我國理科教師的探究教學(xué)培訓(xùn)提出了科學(xué)探究內(nèi)容知識(shí)和教學(xué)知識(shí)并行的策略,以及通過實(shí)踐與反思來“做探究”的培訓(xùn)方式。
[Abstract]:As the main theme in the field of contemporary international basic science education, scientific inquiry leads to the reform of science teachers in the classroom teaching level. However, there is a lack of systematic research on the inquiry consciousness of teachers themselves, especially in the study of cross-cultural teachers in both theory and practice. The problem is focused on the understanding of science inquiry and teaching by science teachers in China and the United States. Based on the background of American basic science education research, the research survey of inquiry teaching based on the standard of scientific education is investigated through the tracing of the development and theoretical orientation of scientific inquiry, and the research path and methodology foundation of this subject are combed. By using the mixed research parallel method, the differences of understanding between science inquiry and teaching of science teachers in China and the United States are obtained, and through the analysis of the ICAN training program in the United States, the relationship between teachers' understanding and practice is further investigated. The theoretical part and the empirical part benefit each other and enhance each other, aiming at providing a path and methodological guidance for research and practice in this field.
This paper is divided into six chapters to study:
The first chapter, based on the analysis of the related concepts of scientific inquiry, systematically traces the development course of scientific inquiry in the field of basic science education in the United States, and probes into the research orientation of scientific literacy, the essence of science, and the knowledge and belief of teachers.
The second chapter, guided by the American Standard of science education, reviews the course of the reform of basic science education in the United States, interprets the teaching standards and content standards of science education, and further investigates the research situation of inquiry teaching, and involves the implementation and evaluation of inquiry teaching.
The third chapter, based on the development orientation of the implementation process of scientific education standards, systematically combs the research path from the essence of science to scientific inquiry. From the methodological level, it focuses on the analysis of the scientific essence and two core fields of scientific inquiry in the scientific epistemology, involving the internal logic of the research inside and the path, and the empirical part. It provides guidance for research orientation and method.
The fourth chapter investigates the understanding of science inquiry by Chinese and American science teachers by the mixed research parallel method, and concludes that there are significant differences in their understanding of the specific topics of scientific inquiry, and the understanding of Chinese teachers is in the traditional stage, and the United States is in a transitional period from traditional to profound. There are six kinds of discipline knowledge, cognitive ability, subject thought, situational construction and inquiry skills, and Chinese teachers are based on stereotyped steps and subject knowledge, and the United States is dominated by situational construction and cognitive ability; teachers are related to the understanding of scientific nature and scientific inquiry, Chinese teachers have a dominant understanding of the nature of science, and the United States is different. Moreover, there are many key questions in Chinese teachers' understanding of scientific inquiry.
The fifth chapter, taking the inquiry teaching video as the carrier, empirically investigates the understanding of Chinese and American science teachers in inquiry teaching, and concludes that there are significant differences between them in "doing inquiry". Chinese teachers pay more attention to the regular operation of the experiment; the leading factors affecting the evaluation of teachers' inquiry teaching also have differences between China and the United States, and China pays more attention to the guidance of teachers. The five types of knowledge in inquiry teaching include lecture demonstration, skill training, experimental design, Situational Cognition and open inquiry, which are related to the teaching practice of teachers, and Chinese teachers tend to teach demonstrations and skills training, while American teachers tend to be situational and open inquiry, and the teaching practice of Chinese and American science teachers is three-dimensional. There are also great differences in the ways to achieve the goal of the course.
The sixth chapter, taking the ICAN inquiry teaching and training program in the United States as an example, explains the design and organization of the project in detail, and analyses the effect of pre and post test on Teachers' cases, examines the influence of the project on the understanding of teachers' scientific inquiry and the nature of Science and the influence of teaching practice, and analyzes the relationship between teachers' understanding and practice.
The conclusion is based on the understanding difference of science teachers in China and the United States and the analysis of American training programs. The strategy of scientific inquiry content knowledge and teaching knowledge is put forward in the inquiry teaching and training of science teachers in China, and the training mode of "doing inquiry" through practice and reflection is also put forward.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2009
【分類號(hào)】：G451.1
本文編號(hào)：2169377
[Abstract]:As the main theme in the field of contemporary international basic science education, scientific inquiry leads to the reform of science teachers in the classroom teaching level. However, there is a lack of systematic research on the inquiry consciousness of teachers themselves, especially in the study of cross-cultural teachers in both theory and practice. The problem is focused on the understanding of science inquiry and teaching by science teachers in China and the United States. Based on the background of American basic science education research, the research survey of inquiry teaching based on the standard of scientific education is investigated through the tracing of the development and theoretical orientation of scientific inquiry, and the research path and methodology foundation of this subject are combed. By using the mixed research parallel method, the differences of understanding between science inquiry and teaching of science teachers in China and the United States are obtained, and through the analysis of the ICAN training program in the United States, the relationship between teachers' understanding and practice is further investigated. The theoretical part and the empirical part benefit each other and enhance each other, aiming at providing a path and methodological guidance for research and practice in this field.
This paper is divided into six chapters to study:
The first chapter, based on the analysis of the related concepts of scientific inquiry, systematically traces the development course of scientific inquiry in the field of basic science education in the United States, and probes into the research orientation of scientific literacy, the essence of science, and the knowledge and belief of teachers.
The second chapter, guided by the American Standard of science education, reviews the course of the reform of basic science education in the United States, interprets the teaching standards and content standards of science education, and further investigates the research situation of inquiry teaching, and involves the implementation and evaluation of inquiry teaching.
The third chapter, based on the development orientation of the implementation process of scientific education standards, systematically combs the research path from the essence of science to scientific inquiry. From the methodological level, it focuses on the analysis of the scientific essence and two core fields of scientific inquiry in the scientific epistemology, involving the internal logic of the research inside and the path, and the empirical part. It provides guidance for research orientation and method.
The fourth chapter investigates the understanding of science inquiry by Chinese and American science teachers by the mixed research parallel method, and concludes that there are significant differences in their understanding of the specific topics of scientific inquiry, and the understanding of Chinese teachers is in the traditional stage, and the United States is in a transitional period from traditional to profound. There are six kinds of discipline knowledge, cognitive ability, subject thought, situational construction and inquiry skills, and Chinese teachers are based on stereotyped steps and subject knowledge, and the United States is dominated by situational construction and cognitive ability; teachers are related to the understanding of scientific nature and scientific inquiry, Chinese teachers have a dominant understanding of the nature of science, and the United States is different. Moreover, there are many key questions in Chinese teachers' understanding of scientific inquiry.
The fifth chapter, taking the inquiry teaching video as the carrier, empirically investigates the understanding of Chinese and American science teachers in inquiry teaching, and concludes that there are significant differences between them in "doing inquiry". Chinese teachers pay more attention to the regular operation of the experiment; the leading factors affecting the evaluation of teachers' inquiry teaching also have differences between China and the United States, and China pays more attention to the guidance of teachers. The five types of knowledge in inquiry teaching include lecture demonstration, skill training, experimental design, Situational Cognition and open inquiry, which are related to the teaching practice of teachers, and Chinese teachers tend to teach demonstrations and skills training, while American teachers tend to be situational and open inquiry, and the teaching practice of Chinese and American science teachers is three-dimensional. There are also great differences in the ways to achieve the goal of the course.
The sixth chapter, taking the ICAN inquiry teaching and training program in the United States as an example, explains the design and organization of the project in detail, and analyses the effect of pre and post test on Teachers' cases, examines the influence of the project on the understanding of teachers' scientific inquiry and the nature of Science and the influence of teaching practice, and analyzes the relationship between teachers' understanding and practice.
The conclusion is based on the understanding difference of science teachers in China and the United States and the analysis of American training programs. The strategy of scientific inquiry content knowledge and teaching knowledge is put forward in the inquiry teaching and training of science teachers in China, and the training mode of "doing inquiry" through practice and reflection is also put forward.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2009
【分類號(hào)】：G451.1
【引證文獻(xiàn)】
相關(guān)期刊論文 前2條
1 張著永;;高中化學(xué)教學(xué)中滲透德育教育的思考與對(duì)策[J];中國科教創(chuàng)新導(dǎo)刊;2011年03期
2 王晶瑩;郭東輝;;高中生科學(xué)探究能力評(píng)價(jià)的實(shí)證研究[J];全球教育展望;2013年07期
相關(guān)博士學(xué)位論文 前5條
1 趙逸庶;高中物理科學(xué)探究活動(dòng)實(shí)施現(xiàn)狀研究[D];西南大學(xué);2011年
2 李凱;西藏中學(xué)物理教學(xué)中的術(shù)語教學(xué)研究[D];華東師范大學(xué);2012年
3 張建珍;科學(xué)探究學(xué)習(xí)視域中的地理主題活動(dòng)設(shè)計(jì)研究[D];華東師范大學(xué);2012年
4 韋冬余;施瓦布科學(xué)探究教學(xué)思想研究[D];華東師范大學(xué);2013年
5 姜濤;物理探究課有效教學(xué)評(píng)價(jià)指標(biāo)體系構(gòu)建研究[D];西南大學(xué);2013年
相關(guān)碩士學(xué)位論文 前8條
1 劉君蘭;小學(xué)科學(xué)教師科學(xué)探究觀的調(diào)查研究[D];西南大學(xué);2011年
2 何華春;科學(xué)教育專業(yè)本科生培養(yǎng)質(zhì)量調(diào)查研究[D];南京大學(xué);2011年
3 張蓓;為促進(jìn)初中生聲學(xué)概念轉(zhuǎn)變的探究教學(xué)設(shè)計(jì)研究[D];廣西師范大學(xué);2011年
4 張賢金;化學(xué)教師對(duì)科學(xué)方法及其教育的認(rèn)識(shí)[D];華東師范大學(xué);2010年
5 駱芳;分科與合科對(duì)初中理科教師科學(xué)本質(zhì)觀的影響研究[D];首都師范大學(xué);2012年
6 鄭薇薇;初中數(shù)學(xué)探究式學(xué)習(xí)的實(shí)踐研究[D];天津師范大學(xué);2012年
7 蔡文藝;真實(shí)性評(píng)價(jià)在科學(xué)探究技能評(píng)價(jià)中的應(yīng)用[D];華東師范大學(xué);2012年
8 王新燕;探究型課程中教師實(shí)踐性知識(shí)的案例研究[D];華東師范大學(xué);2013年
，本文編號(hào)：2169377
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