發(fā)布時(shí)間：2018-11-18 07:27

【摘要】：新課程改革的不斷深入,帶來了教師素質(zhì)要求的新變化,尤其隨著《國家中長期教育改革和發(fā)展規(guī)劃綱要(2010-2020年)》的頒布,提高教師整體綜合素質(zhì),面向?qū)I(yè)化、高素質(zhì)已成為教師教育最基本的要求,教師專業(yè)化是實(shí)現(xiàn)新課程改革的重要手段,是新課程改革成功的決定性因素。隨著學(xué)科教學(xué)知識(shí)研究成果的不斷發(fā)展,使得越來越多的人們關(guān)注學(xué)科教學(xué)知識(shí)。人們發(fā)現(xiàn),學(xué)科教學(xué)知識(shí)能夠區(qū)別教師與其他的行業(yè),是教師所特有的知識(shí),這也對(duì)教師的教學(xué)工作有著重大的影響,是提升教師綜合素質(zhì)的基本因素。職前教師所具有的學(xué)科教學(xué)知識(shí)的結(jié)構(gòu),可以衡量職前教師水平,影響其能否適應(yīng)教師工作。職前教師只有擁有豐富的學(xué)科教學(xué)知識(shí),才能盡快適應(yīng)教師工作,甚至勝任教師工作。對(duì)物理職前教師初中實(shí)驗(yàn)教學(xué)知識(shí)的結(jié)構(gòu)進(jìn)行研究,是對(duì)于實(shí)驗(yàn)教學(xué)知識(shí)有一個(gè)描述。本研究采用兩條不同的線索,對(duì)優(yōu)秀物理教師進(jìn)行訪談,了解優(yōu)秀物理教師對(duì)于初中實(shí)驗(yàn)教學(xué)知識(shí)的掌握情況,對(duì)物理職前教師進(jìn)行問卷調(diào)查,了解物理職前教師的初中物理實(shí)驗(yàn)教學(xué)知識(shí)的結(jié)構(gòu)。并將這兩條線索進(jìn)行對(duì)比,發(fā)現(xiàn)差異�？偨Y(jié)增加物理職前教師初中實(shí)驗(yàn)教學(xué)知識(shí)的方法,提高物理職前教師的實(shí)驗(yàn)教學(xué)知識(shí)水平。本研究通過調(diào)查發(fā)現(xiàn),物理職前教師關(guān)于實(shí)驗(yàn)課程知識(shí)中實(shí)驗(yàn)要求知識(shí)比較欠缺、實(shí)驗(yàn)技能知識(shí)中實(shí)驗(yàn)器材相關(guān)知識(shí)掌握較差和關(guān)于學(xué)生實(shí)驗(yàn)學(xué)習(xí)的知識(shí)不夠重視。主要原因是對(duì)于相關(guān)知識(shí)的了解不夠具體和深入,對(duì)于教育學(xué)方面書籍和專業(yè)文章的閱讀較少,缺少對(duì)學(xué)生的了解,是導(dǎo)致物理職前教師教學(xué)策略、教學(xué)評(píng)價(jià)以及關(guān)于學(xué)生學(xué)習(xí)的知識(shí)欠缺的主要原因,這也導(dǎo)致物理職前教師與優(yōu)秀物理教師的最大差異。在有關(guān)調(diào)查后,總結(jié)得出了從自身和外界兩個(gè)方面提升教師實(shí)驗(yàn)教學(xué)知識(shí)的若干有效方法。
[Abstract]:The continuous deepening of the new curriculum reform has brought new changes to the requirements of teachers' quality, especially with the promulgation of the outline of the National medium and long term Education Reform and Development Plan (2010-2020), improving the overall comprehensive quality of teachers and facing specialization. High quality has become the most basic requirement of teacher education. Teacher specialization is an important means to realize the new curriculum reform and a decisive factor for the success of the new curriculum reform. With the development of subject teaching knowledge, more and more people pay attention to subject teaching knowledge. It is found that subject teaching knowledge can distinguish teachers from other professions, which is a special knowledge of teachers, which also has a significant impact on teachers' teaching work, and is the basic factor to improve teachers' comprehensive quality. The structure of the subject teaching knowledge of pre-service teachers can measure the level of pre-service teachers and affect whether they can adapt to the work of teachers. Only if pre-service teachers have abundant subject teaching knowledge can they adapt to teacher work or even be qualified for teacher work as soon as possible. The research on the structure of experimental teaching knowledge of physics teachers in junior middle school is a description of experimental teaching knowledge. This study uses two different clues to interview the outstanding physics teachers to understand the master of the outstanding physics teachers' experimental teaching knowledge in junior high school, and to conduct a questionnaire survey to the pre-service physics teachers. To understand the structure of physics experimental teaching knowledge of physics teachers in junior middle school. The difference was found by comparing the two cues. This paper summarizes the methods of increasing the experimental teaching knowledge of pre-vocational physics teachers in junior high school and raises the level of experimental teaching knowledge of pre-vocational physics teachers. Through the investigation, it is found that the physical pre-service teachers lack the experimental knowledge in the knowledge of experimental curriculum, the knowledge about experimental equipment is poor in the knowledge of experimental skills and the knowledge about students' experimental study is not paid enough attention to. The main reason is that the understanding of the relevant knowledge is not specific and in-depth, the less reading of books and professional articles in pedagogy, and the lack of understanding of students, is the result of teaching strategies of pre-service physics teachers. The main reasons of teaching evaluation and lack of knowledge about students' learning also lead to the biggest difference between pre-service physics teachers and outstanding physics teachers. After the investigation, some effective methods to improve the teachers' experimental teaching knowledge from the aspects of themselves and the outside world are summarized.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G633.7;G652

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