【摘要】：國內(nèi)外大量的課堂觀察顯示,課堂實踐中存在著教師認識信念與教學(xué)行為不一致的現(xiàn)象�；蛘哒f教師在課堂教學(xué)中并不是使用某一種或高或低的單一認識信念穩(wěn)定一致的驅(qū)動其教學(xué)行為的,相反教師們在不同的情境下會表現(xiàn)出多種不同的認識信念和教學(xué)行為。針對實踐中存在的這種現(xiàn)象,個體認識信念研究領(lǐng)域內(nèi)的認識論結(jié)構(gòu)理論與資源理論存在著解讀上的分歧。而理論解讀的分歧必然會帶來對教師教學(xué)行為情境性的不同理解與理論指導(dǎo)下相異的教師專業(yè)發(fā)展路徑。本研究以課堂觀察中發(fā)現(xiàn)的教師認識信念不穩(wěn)定現(xiàn)象為邏輯起點,以理論界對此現(xiàn)象解讀存在的分歧為立足點,運用文獻法,觀察法,問卷法,訪談法,比較分析法等多種研究方法,首先以重慶市主城和區(qū)縣的116名小學(xué)科學(xué)教師為研究對象,以改編的《教師科學(xué)認識信念問卷》為測驗工具,對樣本教師進行問卷測試以測查教師去情境化的認識信念水平。其次,以分層抽樣的方法從116個高低不同水平的教師中抽取30個樣本教師作為情境化訪談的對象,以自編的《教師科學(xué)認識信念情境化訪談提綱》為研究工具,對30個科學(xué)教師進行訪談并評測出教師情境中的科學(xué)認識信念水平。最后,運用SPSS19.0對樣本教師去情境化與情境化的科學(xué)認識信念水平進行差異性檢驗,最終檢驗出教師的科學(xué)認識信念是否具有情境相關(guān)性。本研究共分為七部分：第一部分為導(dǎo)論,分別介紹了本研究的背景、國內(nèi)外相關(guān)課題的研究現(xiàn)狀、核心概念界定、本研究理論基礎(chǔ)與相關(guān)研究意義；第二部分為本論文的研究設(shè)計,主要從研究問題與假設(shè)、研究思路與方法、研究取樣與工具等幾個方面進行了設(shè)計；第三部分從調(diào)查目的與方法、結(jié)果與分析兩大方面介紹了教師科學(xué)認識信念去情境化的問卷測試；第四部分從訪談目的與方法、結(jié)果與分析兩方面詳細介紹了教師科學(xué)認識信念的情境化訪談；第五部分是基于問卷測試與情境化訪談結(jié)果對教師去情境化與情境化的認識信念進行比較分析；第六部分是教師科學(xué)認識信念情境相關(guān)性研究結(jié)論與原因分析；第七部分是基于研究結(jié)論對教師認識信念專業(yè)發(fā)展的啟示與建議；最后一部分,簡單介紹了本研究的局限性以及后續(xù)的研究。本研究通過對30名小學(xué)科學(xué)教師去情境化問卷與情境化訪談中兩種認識信念進行差異性檢驗,結(jié)果發(fā)現(xiàn)教師在前后兩種測試中的科學(xué)知識信念(包括對科學(xué)知識來源與科學(xué)知識確定性的信念)存在著顯著差異,即‘教師對科學(xué)知識的認識信念具有顯著的情境相關(guān)性’。而教師對科學(xué)學(xué)習(xí)的信念(本研究主要指科學(xué)學(xué)習(xí)能力的信念)在前后的問卷與訪談中并無表現(xiàn)出顯著性差異,也即教師對科學(xué)學(xué)習(xí)的信念不具有情境相關(guān)性。針對所得出的研究結(jié)論,本論文以‘框架理論’為理論基礎(chǔ)嘗試性對此結(jié)論作出的解釋如下：首先,教師身上存在的豐富認識信念資源所組成的‘認識信念框架’的多樣性以及框架情境轉(zhuǎn)換性決定了教師課堂情境中認識信念與行為的多樣性與轉(zhuǎn)換性；其次,傳統(tǒng)認識信念框架的持久穩(wěn)固性與先進認識信念框架的短時不穩(wěn)定性解釋了課堂情境中教師高水平認識信念與行為向低水平認識信念與行為轉(zhuǎn)換的現(xiàn)象；最后,我國歷來重視學(xué)習(xí)能力的教學(xué)觀,以及新課程改革前后科學(xué)本質(zhì)觀的根本性轉(zhuǎn)變并未帶來教師們科學(xué)學(xué)習(xí)能力觀巨大轉(zhuǎn)變的現(xiàn)狀,是本研究中教師科學(xué)學(xué)習(xí)信念非情境相關(guān)性的主要原因�；谝陨涎芯拷Y(jié)果與原因分析,本研究嘗試對促進科學(xué)教師認識信念專業(yè)發(fā)展提出以下幾點建議：第一,科學(xué)教育改革應(yīng)繼續(xù)加大力度倡導(dǎo)教師革新自身的科學(xué)認識信念；第二,科學(xué)教育研究人員應(yīng)構(gòu)建新的教師認識信念專業(yè)發(fā)展路徑；第三,學(xué)校層面應(yīng)繼續(xù)改變對科學(xué)教師教學(xué)的評價方式。
[Abstract]:A large number of classroom observations at home and abroad show that teachers'cognitive beliefs are inconsistent with their teaching behavior in classroom practice. In other words, teachers do not use a single cognitive belief to drive their teaching behavior steadily and consistently in classroom teaching. On the contrary, teachers will show a variety of behaviors in different situations. Different epistemological beliefs and teaching behaviors. In view of this phenomenon in practice, there are divergences between the theory of epistemological structure and the theory of resources in the field of individual epistemological beliefs. This study takes the instability of teachers'cognitive beliefs found in classroom observation as the logical starting point, and takes the divergence of the interpretation of this phenomenon as the standpoint. It uses literature, observation, questionnaire, interview, comparative analysis and other research methods. Firstly, 116 primary school science teachers in Chongqing's main city and districts and counties are selected as the research methods. In order to test teachers'de-contextualized cognitive beliefs, 30 teachers from 116 teachers of different levels were selected by stratified sampling method as the subjects of situational interviews with self-compiled teachers. Thirty science teachers were interviewed and their scientific knowledge beliefs in the context were assessed. Finally, SPSS 19.0 was used to test the differences between the de-situated and situated scientific knowledge beliefs of the sample teachers. This study is divided into seven parts: the first part is the introduction, which introduces the background of this study, the research status of related topics at home and abroad, the definition of core concepts, the theoretical basis of this study and related research significance; the second part is the research design of this paper, mainly from research issues and assumptions, research ideas. The third part introduces the de-contextualized questionnaire test of teachers'scientific knowledge belief from the aspects of investigation purpose and method, result and analysis; the fourth part introduces teachers' scientific knowledge belief in detail from the aspects of interview purpose and method, result and analysis. The fifth part is based on the results of questionnaires and situational interviews to compare and analyze teachers'de-situational and situational cognitive beliefs; the sixth part is the conclusion and reason analysis of the situational relevance of teachers' scientific cognitive beliefs; the seventh part is based on the inspiration of the research findings to teachers'professional development of cognitive beliefs. In the last part, the limitations of this study and the follow-up research are briefly introduced. The study examines the differences between the two cognitive beliefs in the de-situated questionnaire and the situated interview of 30 primary school science teachers and finds that the teachers'beliefs in scientific knowledge (including the beliefs in scientific knowledge) are tested in the two tests. There is a significant difference between the belief in the certainty of source and scientific knowledge, that is, teachers'belief in scientific knowledge has a significant contextual correlation, while teachers' belief in scientific learning (this study mainly refers to the belief in scientific learning ability) has no significant difference between the questionnaire and the interview, that is, teachers'belief in scientific knowledge has a significant contextual correlation. There is no contextual correlation between beliefs in learning. In view of the research findings, this paper attempts to explain this conclusion on the basis of frame theory as follows: First, the diversity of cognitive belief frameworks composed of abundant cognitive belief resources in teachers and the context-switching nature of frameworks determine the diversity of belief frameworks. Secondly, the persistence and stability of the traditional cognitive belief framework and the short-term instability of the advanced cognitive belief framework explain the phenomenon that teachers'high-level cognitive beliefs and behaviors change to low-level cognitive beliefs and behaviors in classroom situations; finally, China has always been a heavy country. The main reasons for the non-situational correlation of teachers'beliefs in science learning are the teaching view of learning ability and the fact that the fundamental change of the view of science essence before and after the new curriculum reform has not brought about the great change of teachers' views on science learning ability. The following suggestions are put forward for the development of teachers'cognitive beliefs: firstly, the reform of science education should continue to promote teachers' innovative beliefs in scientific knowledge; secondly, researchers in science education should construct new paths for teachers'cognitive beliefs in professional development; thirdly, schools should continue to change the evaluation of science teachers' teaching. Way.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G625.1

【參考文獻】

相關(guān)期刊論文 前5條

1 喻平;;教師的認識信念系統(tǒng)及其對教學(xué)的影響[J];教師教育研究;2007年04期

2 劉儒德;學(xué)生的學(xué)習(xí)觀及其對學(xué)習(xí)的影響[J];教育理論與實踐;2005年09期

3 周琰;王學(xué)臣;;學(xué)習(xí)觀研究及其教育啟示[J];山東師范大學(xué)學(xué)報(人文社會科學(xué)版);2009年05期

4 孫燕青,張建偉;初二學(xué)生的科學(xué)觀及其與科學(xué)發(fā)現(xiàn)學(xué)習(xí)的關(guān)系[J];心理發(fā)展與教育;2003年02期

5 喻平;唐劍嵐;;個體認識論的研究現(xiàn)狀與展望[J];心理科學(xué)進展;2007年03期

，

本文編號：2233119