【摘要】：教師的認(rèn)同感對(duì)決定課程改革成敗而言非常關(guān)鍵。《標(biāo)準(zhǔn)(2011年版)》是義務(wù)教育階段生物教師進(jìn)行課程改革的重要參考,教師對(duì)課程標(biāo)準(zhǔn)的認(rèn)同感高低,直接影響到課程標(biāo)準(zhǔn)實(shí)施的效果。因此本研究通過(guò)自行編制問(wèn)卷,隨機(jī)選取全國(guó)200名初中生物教師為研究對(duì)象,以量化研究為主,對(duì)目前我國(guó)初中生物教師新課標(biāo)認(rèn)同情況的現(xiàn)狀進(jìn)行調(diào)查分析,明確初中生物教師新課標(biāo)認(rèn)同的狀況以及其中存在的問(wèn)題,探討并且尋求問(wèn)題解決方法與對(duì)策。本研究在教師認(rèn)同感理論模型的基礎(chǔ)上,將課標(biāo)認(rèn)同感作為因變量,分為認(rèn)知、感受、行為意向這三個(gè)研究維度。按照影響因素的分類將認(rèn)同感的影響因素劃分為三大類進(jìn)行研究。研究結(jié)果表明:初中生物教師新課標(biāo)認(rèn)同感問(wèn)卷具有良好的信效度;初中生物教師對(duì)新課標(biāo)的認(rèn)同感處于中高水平;初中生物教師對(duì)新課標(biāo)的認(rèn)同感在性別、學(xué)歷、教齡、職稱等個(gè)人因素上均無(wú)顯著差異;課標(biāo)的使用頻率與教師認(rèn)同感成顯著的線性正相關(guān);教師的自我期望和教育信念與教師認(rèn)同感在某些層次上呈正相關(guān);在環(huán)境因素的層面上,校內(nèi)支持、校外支持、緩解憂慮、教師合作、教師參與、教師學(xué)習(xí)機(jī)會(huì)等都與課標(biāo)認(rèn)同感呈不同程度的正相關(guān),提高這些層面的水平,會(huì)提升教師對(duì)課標(biāo)的認(rèn)同感。存在的主要問(wèn)題有:初中生物教師在開(kāi)展實(shí)驗(yàn)教學(xué)上有所欠缺、對(duì)學(xué)生的評(píng)價(jià)方式單一、對(duì)課程資源的開(kāi)發(fā)不到位、較為重視講授法而忽視自主探究法,學(xué)校對(duì)實(shí)施課標(biāo)的支持不夠等。最后,提出了增強(qiáng)初中生物教師課標(biāo)認(rèn)同感的一些建議。
[Abstract]:The identity of teachers is very important to determine the success or failure of curriculum reform. < Standard (2011 Edition) > is an important reference for biology teachers in compulsory education to carry out curriculum reform. It has a direct effect on the implementation of curriculum standards. Therefore, the present study selects 200 junior high school biology teachers as the research object, mainly by quantitative research, and investigates and analyzes the status quo of the new curriculum standard of junior high school biology teachers in our country. This paper clarifies the status of the new curriculum standard of biology teachers in junior high school and the existing problems, and probes into and seeks solutions to the problems. Based on the theoretical model of teachers' identity, this study divides the curriculum identity as dependent variables into three dimensions: cognition, perception and behavioral intention. According to the classification of influencing factors, the factors of identity are divided into three categories. The results show that the questionnaire has good reliability and validity; the identity of biology teachers in junior high school is at the middle and high level; the identity of biology teachers in junior high school is gender, education, teaching years. There was no significant difference in personal factors such as professional title, the frequency of using curriculum standard was significantly linear positive correlation with teachers' identity, teachers' self-expectation and educational belief were positively correlated with teachers' identity at some levels, and at the level of environmental factors, teachers' self-expectations and educational beliefs were positively correlated with teachers' identity. School support, out-of-school support, anxiety alleviation, teacher cooperation, teacher participation, and teachers' learning opportunities are all positively related to the identity of the curriculum standard to varying degrees. To improve the level of these levels, teachers will enhance the identity of the curriculum standards. The main problems are: the junior high school biology teachers have some deficiencies in carrying out experimental teaching, the evaluation of students is single, the development of curriculum resources is not in place, the teaching method is more important than the independent inquiry method. The support of the school to implement the curriculum is not enough. Finally, some suggestions are put forward to strengthen the identity of biology teachers in junior high school.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.91

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