本文選題：論爭(zhēng) + 論爭(zhēng)能力��； 參考：《上海師范大學(xué)》2013年碩士論文

【摘要】：近年來，隨著科學(xué)教育者對(duì)論爭(zhēng)在科學(xué)教育中重要價(jià)值的認(rèn)識(shí)，論爭(zhēng)成為了科學(xué)教育的核心議題之一。本研究試圖以《中學(xué)化學(xué)實(shí)驗(yàn)研究》課程為背景探索化學(xué)師范生科學(xué)論爭(zhēng)能力表現(xiàn)的情況，從而了解他們論爭(zhēng)能力表現(xiàn)所處的水平，在各個(gè)論爭(zhēng)元素上的具體表現(xiàn)和他們論爭(zhēng)思考過程，以及影響他們論爭(zhēng)能力表現(xiàn)的因素。本研究使用了問卷調(diào)查和訪談來獲取數(shù)據(jù)，運(yùn)用Toulmin論爭(zhēng)模式對(duì)數(shù)據(jù)進(jìn)行分析編碼，并通過文獻(xiàn)綜述得出論爭(zhēng)元素完整性、主張的數(shù)量、理由的數(shù)量和正確性、支援的正確性、論點(diǎn)的評(píng)估等方面來評(píng)判他們論爭(zhēng)能力表現(xiàn)的水平，還有從論據(jù)來源探索影響他們論爭(zhēng)能力表現(xiàn)的相關(guān)因素。 研究結(jié)果發(fā)現(xiàn)：第一、目前，化學(xué)師范生的科學(xué)論爭(zhēng)能力表現(xiàn)水平偏低。這主要體現(xiàn)為論爭(zhēng)架構(gòu)不完整，特別缺乏反駁來說明主張。幾乎所有的化學(xué)師范生都能夠提出自己的主張，但是不會(huì)主動(dòng)用理論依據(jù)來表明資料與主張的因果關(guān)系，而且很少有對(duì)理論依據(jù)的合理性作出進(jìn)一步的支持，即缺乏證據(jù)與理論間的連接。此外，在評(píng)估論點(diǎn)方面，他們主要以單一的證據(jù)進(jìn)行解釋說明。第二、化學(xué)師范生論爭(zhēng)思考過程會(huì)因問題情境不同而有所變化，在本研究中他們論爭(zhēng)思考過程類型主要體現(xiàn)為CDW。第三、影響化學(xué)師范的論爭(zhēng)能力表現(xiàn)因素是多方面的，主要體現(xiàn)他們個(gè)人的內(nèi)在認(rèn)知結(jié)構(gòu)，科學(xué)實(shí)踐活動(dòng)，對(duì)科學(xué)本質(zhì)的認(rèn)識(shí)以及自身的批判精神等。 最后，在研究的基礎(chǔ)上對(duì)提高化學(xué)師范科學(xué)論爭(zhēng)能力提供了相關(guān)的建議，，并提出了研究的局限性和未來研究的方向。
[Abstract]:In recent years, with the recognition of the important value of debate in science education, debate has become one of the core issues of science education. This study attempts to explore the performance of students' ability to argue about science in chemistry normal school against the background of "Middle School Chemistry Experimental Research", so as to understand the level of their ability to argue. The concrete performance and the process of their argumentative thinking and the factors that influence their ability of argumentation. In this study, questionnaires and interviews are used to obtain data, and Toulmin argument model is used to analyze and encode the data. Through literature review, the integrity of argument elements, the number of arguments, the number and correctness of reasons, and the correctness of support are obtained. The evaluation of arguments and other aspects to judge the level of their ability to argue, as well as from the source of arguments to explore the relevant factors affecting their performance of the ability to argue. The results are as follows: first, at present, the students' ability to argue about science is on the low side. This is mainly reflected in the incomplete structure of the debate, especially the lack of refutation to explain the claim. Almost all chemical normal students are able to put forward their own claims, but they do not actively use theoretical basis to show the causal relationship between the data and the claims, and there is little further support for the rationality of the theoretical basis. The lack of a link between evidence and theory. In addition, in assessing arguments, they explain them primarily with a single evidence. Second, the process of debate and thinking of chemical normal school students will change with different problem situations. In this study, the types of the process of debate and thinking are mainly reflected in CDW. Thirdly, there are many factors that affect the performance of chemistry teachers' debating ability, which mainly reflect their internal cognitive structure, scientific practice, their understanding of the nature of science and their own critical spirit and so on. Finally, on the basis of the research, some suggestions are provided to improve the ability of the debate in chemistry teacher science, and the limitations of the research and the direction of future research are put forward.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：O6-4;G652

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本文編號(hào)：1890414