基于概念圖的初中物理教師課程知識評價研究
發(fā)布時間：2018-08-24 19:14
【摘要】：自20世紀(jì)80年代以來,教師知識迅速成為教師教育研究領(lǐng)域的一個熱點(diǎn)議題。課程知識作為教師知識的重要組成部分,直接影響著教師的教學(xué)觀念和教學(xué)行為。教師的課程知識結(jié)構(gòu)比較復(fù)雜,概念圖作為一種有效的知識表征與評價工具,能夠很好地對教師的課程知識結(jié)構(gòu)與水平進(jìn)行評價。本研究成果對于教師知識評價、教師專業(yè)發(fā)展和基礎(chǔ)教育課程改革都具有重要的理論意義和實踐價值。論文共分八章,涵括四個研究問題:一是對初中物理教師課程知識評價的理論分析;二是對初中物理教師課程知識評價的方法與技術(shù)探討;三是對初中物理教師課程知識評價的比較研究;四是對初中物理教師課程知識和概念圖評價方法的優(yōu)化策略研究。初中物理教師課程知識評價的理論分析部分,主要探討了初中物理教師課程知識的內(nèi)涵、類型、發(fā)展階段,以及教師課程知識評價的范式演進(jìn)。初中物理教師課程知識評價的方法與技術(shù)探討,主要包括概念圖理論的簡要闡述、概念圖評價的方法論探討、教師課程知識概念圖評價指標(biāo)體系的構(gòu)建,以及應(yīng)用概念圖進(jìn)行評價研究過程中會遇到的一些技術(shù)難題的處理。概念圖是一種以圖表的形式反映概念和概念之間關(guān)系的知識結(jié)構(gòu)圖,作為一種方法論體系,概念圖很好地融合了實證主義和人文主義兩大方法論的優(yōu)勢。初中物理教師課程知識評價的實證研究,結(jié)合教師的日常工作選取了四個與初中物理教師關(guān)系密切的主題:以學(xué)生為本育人理念的理解、教科書二次開發(fā)、科學(xué)探究教學(xué)、課程資源的開發(fā)與利用,并以處于專業(yè)發(fā)展不同階段的教師作為評價對象進(jìn)行實證探索。研究表明,通過概念圖可以很好的呈現(xiàn)出不同發(fā)展階段教師課程知識在內(nèi)容與結(jié)構(gòu)兩個維度上的差異,且隨著教齡的增加,教師的課程知識呈現(xiàn)出一定的發(fā)展規(guī)律。在此基礎(chǔ)上總結(jié)出本研究的五條基本結(jié)論:一是教師課程知識類型分布以經(jīng)驗型、理論型和融合型為主;二是從“機(jī)械照搬”到“自主創(chuàng)生”是教師課程知識發(fā)展的普遍規(guī)律;三是不同發(fā)展階段教師課程知識水平存在顯著差異;四是專家型教師課程知識具有明顯的情境性和結(jié)構(gòu)性特征;五是概念圖評價法在物理教師課程知識評價上具有明顯優(yōu)勢。本研究就優(yōu)化初中物理教師課程知識及評價方法提出四方面建議:一是發(fā)揮專家型教師專業(yè)優(yōu)勢,構(gòu)建教師課程知識發(fā)展共同體;二是針對教師課程知識發(fā)展不同階段與特征,實施精準(zhǔn)的培訓(xùn)活動;三是關(guān)注教師能力的“自變量”,促進(jìn)教師專業(yè)內(nèi)生式發(fā)展;四是科學(xué)合理地利用概念圖方法,提高教師課程知識評價有效性。
[Abstract]:Since 1980's, teacher knowledge has become a hot topic in the field of teacher education research. As an important part of teachers' knowledge, curriculum knowledge has a direct impact on teachers' teaching concepts and behaviors. As an effective tool of knowledge representation and evaluation, concept map can evaluate teachers' knowledge structure and level well. The research results have important theoretical significance and practical value for teacher knowledge evaluation, teacher professional development and basic education curriculum reform. The thesis is divided into eight chapters, including four research questions: first, the theoretical analysis of curriculum knowledge evaluation of junior high school physics teachers; second, the discussion on the methods and techniques of curriculum knowledge evaluation of junior middle school physics teachers. The third is the comparative study on the curriculum knowledge evaluation of junior high school physics teachers, and the fourth is the research on the optimization strategy of curriculum knowledge and concept map evaluation methods of junior middle school physics teachers. The theoretical analysis of curriculum knowledge evaluation of physics teachers in junior high school mainly discusses the connotation, types, development stage and the evolution of the paradigm of curriculum knowledge evaluation of junior high school physics teachers. The methods and techniques of curriculum knowledge evaluation for physics teachers in junior high school are discussed, including the brief elaboration of concept map theory, the methodology of concept map evaluation, the construction of evaluation index system of teachers' curriculum knowledge concept map. And the application of concept map in evaluation research process will meet some technical problems. Concept map is a kind of knowledge structure diagram which reflects the relationship between concept and concept in the form of chart. As a methodology system, concept map combines the advantages of positivism and humanism well. Based on the empirical study of curriculum knowledge evaluation of physics teachers in junior high school, this paper selects four themes closely related to physics teachers in junior high school by combining their daily work: the understanding of student-centered education concept, the second development of textbooks, and the scientific inquiry teaching. The development and utilization of curriculum resources, and the teachers in different stages of professional development as the evaluation object for empirical exploration. The research shows that the concept map can well show the differences of teachers' curriculum knowledge in the two dimensions of content and structure in different stages of development, and with the increase of teaching age, teachers' curriculum knowledge presents a certain development law. On this basis, five basic conclusions of this study are summarized: first, the distribution of teachers' curriculum knowledge types is experiential, theoretical and integrated, second, from "mechanical copying" to "independent creation" is the general law of teachers' curriculum knowledge development; Third, there are significant differences in the level of curriculum knowledge of teachers at different stages of development; fourth, the curriculum knowledge of expert teachers has obvious situational and structural characteristics; fifth, the concept map evaluation method has obvious advantages in the evaluation of physical teachers' curriculum knowledge. In this study, four suggestions are put forward to optimize the curriculum knowledge and evaluation methods of physics teachers in junior high school. One is to give full play to the professional advantages of expert teachers, and the other is to build a community of teachers' curriculum knowledge development, and second, to aim at the different stages and characteristics of teachers' curriculum knowledge development. The third is to pay attention to the "independent variable" of teachers' ability, to promote the endogenous development of teachers' specialty, and (4) to use concept map method scientifically and reasonably to improve the effectiveness of teachers' curriculum knowledge evaluation.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2017
【分類號】：G633.7
，
本文編號：2201771
[Abstract]:Since 1980's, teacher knowledge has become a hot topic in the field of teacher education research. As an important part of teachers' knowledge, curriculum knowledge has a direct impact on teachers' teaching concepts and behaviors. As an effective tool of knowledge representation and evaluation, concept map can evaluate teachers' knowledge structure and level well. The research results have important theoretical significance and practical value for teacher knowledge evaluation, teacher professional development and basic education curriculum reform. The thesis is divided into eight chapters, including four research questions: first, the theoretical analysis of curriculum knowledge evaluation of junior high school physics teachers; second, the discussion on the methods and techniques of curriculum knowledge evaluation of junior middle school physics teachers. The third is the comparative study on the curriculum knowledge evaluation of junior high school physics teachers, and the fourth is the research on the optimization strategy of curriculum knowledge and concept map evaluation methods of junior middle school physics teachers. The theoretical analysis of curriculum knowledge evaluation of physics teachers in junior high school mainly discusses the connotation, types, development stage and the evolution of the paradigm of curriculum knowledge evaluation of junior high school physics teachers. The methods and techniques of curriculum knowledge evaluation for physics teachers in junior high school are discussed, including the brief elaboration of concept map theory, the methodology of concept map evaluation, the construction of evaluation index system of teachers' curriculum knowledge concept map. And the application of concept map in evaluation research process will meet some technical problems. Concept map is a kind of knowledge structure diagram which reflects the relationship between concept and concept in the form of chart. As a methodology system, concept map combines the advantages of positivism and humanism well. Based on the empirical study of curriculum knowledge evaluation of physics teachers in junior high school, this paper selects four themes closely related to physics teachers in junior high school by combining their daily work: the understanding of student-centered education concept, the second development of textbooks, and the scientific inquiry teaching. The development and utilization of curriculum resources, and the teachers in different stages of professional development as the evaluation object for empirical exploration. The research shows that the concept map can well show the differences of teachers' curriculum knowledge in the two dimensions of content and structure in different stages of development, and with the increase of teaching age, teachers' curriculum knowledge presents a certain development law. On this basis, five basic conclusions of this study are summarized: first, the distribution of teachers' curriculum knowledge types is experiential, theoretical and integrated, second, from "mechanical copying" to "independent creation" is the general law of teachers' curriculum knowledge development; Third, there are significant differences in the level of curriculum knowledge of teachers at different stages of development; fourth, the curriculum knowledge of expert teachers has obvious situational and structural characteristics; fifth, the concept map evaluation method has obvious advantages in the evaluation of physical teachers' curriculum knowledge. In this study, four suggestions are put forward to optimize the curriculum knowledge and evaluation methods of physics teachers in junior high school. One is to give full play to the professional advantages of expert teachers, and the other is to build a community of teachers' curriculum knowledge development, and second, to aim at the different stages and characteristics of teachers' curriculum knowledge development. The third is to pay attention to the "independent variable" of teachers' ability, to promote the endogenous development of teachers' specialty, and (4) to use concept map method scientifically and reasonably to improve the effectiveness of teachers' curriculum knowledge evaluation.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2017
【分類號】：G633.7
，
本文編號：2201771
本文鏈接：http://sikaile.net/shoufeilunwen/sklbs/2201771.html
最近更新
教材專著
