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高中化学教师电化学主题学科理解水平测量与评价研究

【作者】 单媛媛

【导师】 郑长龙;

【作者基本信息】 东北师范大学, 课程与教学论, 2021, 博士

【摘要】 化学教师学科理解的研究源于理论与实践中的矛盾与危机,是化学学科教学论专业发展和化学教师专业化发展的需求。目前教学与研究中矛盾与危机已然相当严峻。教学中的矛盾:教师的大学学科知识与中学教学实践相分离;教学中的危机:本原性和结构化的认识在教师理解中的缺失;研究中的矛盾:研究关注学科知识性与科学普遍性两个极点;研究中的危机:评价中基于生成性的建构式测评方式的缺失。因此,对于高中化学教师学科理解的评价意义深远而重大。基于此,本研究进行了高中化学教师“电化学”主题学科理解水平测量与评价研究。本文主要由基础研究、核心研究、应用研究和结论四个部分构成。第2章到第5章为基础研究内容,通过文献研究法对化学教师的学科理解及水平进行了综述研究和理论研究。第2章分别对“学科知识”和“科学本质”的内涵概述和评价研究以及“电化学”主题研究现状进行了综述,凸显了“化学教师学科理解”作为研究领域的化学学科特色及其独特的研究价值。第3章对分别作为化学学科理解知识观、认识论和心理学理论基础的学科结构理论、科学认识论、建构主义理论进行了详细阐述。第4章重点论述了高中化学教师学科理解“学科与主题特质性”、“本原性与结构化”、“建构性”的基本特征,提出了以“认识视角与思路”为核心要素,“概念层级结构”、“本原性问题”为基本要素的三要素结构模型,最后阐述了高中化学教师学科理解水平理论模型构建的思路。第5章通过课程层面和学科层面对“电化学”主题进行研究,提出了高中化学教师“电化学”主题学科理解水平的理论模型。第6章为核心研究内容。依据高中化学教师“电化学”主题学科理解水平的理论模型和Rasch测量理论,运用访谈法,开发并检验了高中化学教师“电化学”主题学科理解水平测评工具。通过对测评工具不同水平分值的划分,以及对教师学科理解水平的特征的量化和质化特征描述,呈现了评价标准的水平特征。第7章为应用研究内容。采用多元量化统计方法,运用SPSS软件从总体性描述、相关性分析、差异性分析三个方面对高中化学教师电化学学科理解水平进行评价。总体性描述中,对于电化学主题,接近一半的高中化学教师理解水平位于水平1,即基于“氧化还原反应”视角;水平2到水平4的数量比例依次递减。相关性分析中,影响教师学科理解水平的主要因素是性别、毕业学校层次、毕业学校类别和教师身份。差异性分析中,教龄和学科专业类别变量中教师的学科理解水平没有显著性差异;在性别、教师身份、学位层次、毕业学校类别、毕业学校层次、工作学校层次变量类别中,均存在显著性差异。第八章是研究结论与展望,对基础研究、核心研究和应用研究中的主要结论进行了概括和总结,得出相应研究启示:(1)师范大学教师教育应注重“化学学科理解”;(2)教育硕士培养过程应增进“化学学科理解”;(3)教师专业发展过程勿忽视“化学学科理解”,并指出了本研究中的不足及未来研究展望。

【Abstract】 The research on chemistry teachers’ subject understanding originates from the contradiction and crisis between theory and practice,and is the demand of chemistry teaching theory professional development and chemistry teachers’ professional development.At present,the contradiction and crisis in teaching and research are quite serious.Teachers’ college subject knowledge is separated from middle school teaching practice;Lack of understanding of originality and structure in teachers’ understanding;The research focuses on the two poles of discipline knowledge and science universality.Lack of constructive evaluation method based on generation in evaluation.Therefore,the evaluation of senior high school chemistry teachers’ subject understanding is of farreaching significance.Based on this,this study measured and evaluated the understanding level of chemistry teachers in senior high schools.This paper mainly consists of four parts:basic research,core research,applied research and conclusion.Chapter 2 to Chapter 5 are the basic research contents,which make a comprehensive and theoretical study on the subject understanding and level of chemistry teachers through the method of literature research.In Chapter 2,the connotation and evaluation of “subject matter knowledge” and “Nature of science scientific essence” as well as the research status of “electrochemistry” are summarized respectively,which highlights the characteristics and unique research value of“chemistry teachers’ subject understanding” as a research field.In Chapter 3,the theory of discipline structure,scientific epistemology and constructivism,which are the theoretical basis of understanding knowledge view,epistemology and psychology,are elaborated in detail.Chapter 4 focuses on the basic characteristics of “specialty of subject and theme”,“originality and structure” and “constructiveness” of high school chemistry teachers’ subject understanding,and puts forward a three-element structure model with “cognitive perspective and thinking” as the core elements,“conceptual hierarchy” and “original problem” as the basic elements,and finallyand then expounds the train of thought of constructing the theoretical model of senior high school chemistry teachers’ subject understanding level.The Chapter 5 studies the subject of electrochemistry at curriculum level and discipline level,and puts forward a theoretical model of understanding level of chemistry teachers in senior high schools.Chapter 6 is the core research content.According to the theoretical model of chemistry teachers’ understanding level of electrochemical subject in senior high school and Rasch measurement theory,the evaluation tool of chemistry teachers’ understanding level of electrochemical subject in senior high school was developed and tested by using interview method.By dividing the scores of different levels of evaluation tools,and describing the quantitative and qualitative characteristics of teachers’ subject understanding level,the horizontal characteristics of evaluation standards are presented.Chapter 7 is the applied research.Using multivariate quantitative statistical method and SPSS software,the understanding level of electrochemistry discipline of senior high school chemistry teachers was evaluated from three aspects: overall description,correlation analysis and difference analysis.In the overall description,nearly half of senior high school chemistry teachers’ understanding level of electrochemical subject is at level 1,which is based on the perspective of "redox reaction";The quantity proportion of level 2 to level 4 decreases in turn.In the correlation analysis,the main factors influencing teachers’ subject understanding level are gender,graduation school level,graduation school category and teachers’ identity.In the difference analysis,there is no significant difference in teachers’ subject understanding level in the variables of teaching years and subject categories;There are significant differences in gender,teacher identity,degree level,graduation school type,graduation school level and work school level.The Chapter 8 is the research conclusion and prospect,which summarizes the main conclusions of basic research,core research and applied research,and draws the corresponding research enlightenment:(1)Teachers’ education in normal universities should pay attention to “Understanding of Chemistry subject”;(2)The training process of Master of Education should enhance “Understanding of Chemistry subject”;(3)Teachers’ professional development should not neglect “Understanding of Chemistry subject”,and pointed out the shortcomings in this study and the future research prospects.

  • 【网络出版投稿人】 东北师范大学
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