中美理科教师对科学探究及其教学的认识
发布时间：2018-08-07 07:56
【摘要】： 科学探究作为当代国际基础科学教育领域的主旋律,引领着理科教师在课堂教学层面的改革。但是,学界对教师自身的探究意识还缺乏系统的研究,尤其跨文化国家教师的研究在理论和实践上都未形成基本的范式。因此,本论文将研究问题聚焦在中美理科教师对科学探究及其教学的认识上,以美国基础科学教育研究为主要背景,通过科学探究发展历程和理论取向的追溯,考察了基于科学教育标准的探究教学的研究概况,梳理了本课题的研究路径和方法论基础;继而,利用混合研究并行法得出中美理科教师对科学探究及其教学的认识差异,并通过分析美国ICAN培训项目,进一步考察了教师的认识与实践的关联;综上研究,结语部分对我国理科教师的探究教学培训提出了基于科学探究知识、实践与反思并行的建议。理论部分与实证部分相互益知、相互提升,旨在为该领域的研究及实践提供路径和方法上的引导。 本论文共分六章展开研究: 第一章基于科学探究相关概念的辨析,系统地追溯了科学探究在美国基础科学教育领域的发展历程,并探讨了科学素养、科学本质、教师知识和信念等理论的研究取向。 第二章以美国科学教育标准为指导,纵向地回顾了美国基础科学教育改革的历程,阐释了科学教育的教学标准和内容标准,进一步考察了探究教学的研究状况,涉及到探究教学的实施和评价。 第三章基于科学教育标准实施过程的发展导向,系统地梳理了从科学本质聚焦到科学探究的研究路径,从方法论层面重点分析了科学认识论中的科学本质和科学探究两个核心领域,涉及到研究内容和路径上的内在逻辑,为实证部分提供了研究取向和方法上的引导。 第四章以混合研究并行法调查了中美理科教师对科学探究的认识,得出他们在科学探究具体议题的认识上存在显著性差异,且中国教师的认识处于传统阶段,美国处于传统到深刻的过渡阶段;中美教师对科学探究的认识分为定型步骤、学科知识、认知能力、学科思想、情境建构和探究技能六种,且中国教师以定型步骤和学科知识为主,美国以情境建构和认知能力为主;教师对科学本质和科学探究的认识存在相关性,中国教师对科学本质的认识具有主导性,美国则不同;而且中国教师对科学探究的认识还存在许多关键性问题的迷思。 第五章以探究教学录像为载体,实证调查了中美理科教师对探究教学的认识,得出了他们在“做探究”方面存在显著性差异,中国教师更注重实验的规则性操作;影响教师探究教学评定的主导因素也存在中美差异,中国更关注教师的引导作用;探究教学的五种认识类型包括讲授演示、技能训练、实验设计、情境认知和开放探究,与教师的教学实践存在相关性,且中国教师倾向于讲授演示和技能训练,而美国教师倾向于情境认知和开放探究;中美理科教师教学实践中三维课程目标达成的方式差异也较大。 第六章以美国ICAN探究教学培训项目为例,详细阐释了该项目的设计和组织,并对教师案例进行了前后测的效果分析,考察了该项目对教师科学探究和科学本质的认识以及教学实践的影响,并进一步分析了教师的认识与实践的关系。 结语基于中美理科教师的认识差异和美国培训项目的分析,对我国理科教师的探究教学培训提出了科学探究内容知识和教学知识并行的策略,以及通过实践与反思来“做探究”的培训方式。
[Abstract]:As the main theme in the field of contemporary international basic science education, scientific inquiry leads to the reform of science teachers in the classroom teaching level. However, there is a lack of systematic research on the inquiry consciousness of teachers themselves, especially in the study of cross-cultural teachers in both theory and practice. The problem is focused on the understanding of science inquiry and teaching by science teachers in China and the United States. Based on the background of American basic science education research, the research survey of inquiry teaching based on the standard of scientific education is investigated through the tracing of the development and theoretical orientation of scientific inquiry, and the research path and methodology foundation of this subject are combed. By using the mixed research parallel method, the differences of understanding between science inquiry and teaching of science teachers in China and the United States are obtained, and through the analysis of the ICAN training program in the United States, the relationship between teachers' understanding and practice is further investigated. The theoretical part and the empirical part benefit each other and enhance each other, aiming at providing a path and methodological guidance for research and practice in this field.
This paper is divided into six chapters to study:
The first chapter, based on the analysis of the related concepts of scientific inquiry, systematically traces the development course of scientific inquiry in the field of basic science education in the United States, and probes into the research orientation of scientific literacy, the essence of science, and the knowledge and belief of teachers.
The second chapter, guided by the American Standard of science education, reviews the course of the reform of basic science education in the United States, interprets the teaching standards and content standards of science education, and further investigates the research situation of inquiry teaching, and involves the implementation and evaluation of inquiry teaching.
The third chapter, based on the development orientation of the implementation process of scientific education standards, systematically combs the research path from the essence of science to scientific inquiry. From the methodological level, it focuses on the analysis of the scientific essence and two core fields of scientific inquiry in the scientific epistemology, involving the internal logic of the research inside and the path, and the empirical part. It provides guidance for research orientation and method.
The fourth chapter investigates the understanding of science inquiry by Chinese and American science teachers by the mixed research parallel method, and concludes that there are significant differences in their understanding of the specific topics of scientific inquiry, and the understanding of Chinese teachers is in the traditional stage, and the United States is in a transitional period from traditional to profound. There are six kinds of discipline knowledge, cognitive ability, subject thought, situational construction and inquiry skills, and Chinese teachers are based on stereotyped steps and subject knowledge, and the United States is dominated by situational construction and cognitive ability; teachers are related to the understanding of scientific nature and scientific inquiry, Chinese teachers have a dominant understanding of the nature of science, and the United States is different. Moreover, there are many key questions in Chinese teachers' understanding of scientific inquiry.
The fifth chapter, taking the inquiry teaching video as the carrier, empirically investigates the understanding of Chinese and American science teachers in inquiry teaching, and concludes that there are significant differences between them in "doing inquiry". Chinese teachers pay more attention to the regular operation of the experiment; the leading factors affecting the evaluation of teachers' inquiry teaching also have differences between China and the United States, and China pays more attention to the guidance of teachers. The five types of knowledge in inquiry teaching include lecture demonstration, skill training, experimental design, Situational Cognition and open inquiry, which are related to the teaching practice of teachers, and Chinese teachers tend to teach demonstrations and skills training, while American teachers tend to be situational and open inquiry, and the teaching practice of Chinese and American science teachers is three-dimensional. There are also great differences in the ways to achieve the goal of the course.
The sixth chapter, taking the ICAN inquiry teaching and training program in the United States as an example, explains the design and organization of the project in detail, and analyses the effect of pre and post test on Teachers' cases, examines the influence of the project on the understanding of teachers' scientific inquiry and the nature of Science and the influence of teaching practice, and analyzes the relationship between teachers' understanding and practice.
The conclusion is based on the understanding difference of science teachers in China and the United States and the analysis of American training programs. The strategy of scientific inquiry content knowledge and teaching knowledge is put forward in the inquiry teaching and training of science teachers in China, and the training mode of "doing inquiry" through practice and reflection is also put forward.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G451.1
本文编号：2169377
[Abstract]:As the main theme in the field of contemporary international basic science education, scientific inquiry leads to the reform of science teachers in the classroom teaching level. However, there is a lack of systematic research on the inquiry consciousness of teachers themselves, especially in the study of cross-cultural teachers in both theory and practice. The problem is focused on the understanding of science inquiry and teaching by science teachers in China and the United States. Based on the background of American basic science education research, the research survey of inquiry teaching based on the standard of scientific education is investigated through the tracing of the development and theoretical orientation of scientific inquiry, and the research path and methodology foundation of this subject are combed. By using the mixed research parallel method, the differences of understanding between science inquiry and teaching of science teachers in China and the United States are obtained, and through the analysis of the ICAN training program in the United States, the relationship between teachers' understanding and practice is further investigated. The theoretical part and the empirical part benefit each other and enhance each other, aiming at providing a path and methodological guidance for research and practice in this field.
This paper is divided into six chapters to study:
The first chapter, based on the analysis of the related concepts of scientific inquiry, systematically traces the development course of scientific inquiry in the field of basic science education in the United States, and probes into the research orientation of scientific literacy, the essence of science, and the knowledge and belief of teachers.
The second chapter, guided by the American Standard of science education, reviews the course of the reform of basic science education in the United States, interprets the teaching standards and content standards of science education, and further investigates the research situation of inquiry teaching, and involves the implementation and evaluation of inquiry teaching.
The third chapter, based on the development orientation of the implementation process of scientific education standards, systematically combs the research path from the essence of science to scientific inquiry. From the methodological level, it focuses on the analysis of the scientific essence and two core fields of scientific inquiry in the scientific epistemology, involving the internal logic of the research inside and the path, and the empirical part. It provides guidance for research orientation and method.
The fourth chapter investigates the understanding of science inquiry by Chinese and American science teachers by the mixed research parallel method, and concludes that there are significant differences in their understanding of the specific topics of scientific inquiry, and the understanding of Chinese teachers is in the traditional stage, and the United States is in a transitional period from traditional to profound. There are six kinds of discipline knowledge, cognitive ability, subject thought, situational construction and inquiry skills, and Chinese teachers are based on stereotyped steps and subject knowledge, and the United States is dominated by situational construction and cognitive ability; teachers are related to the understanding of scientific nature and scientific inquiry, Chinese teachers have a dominant understanding of the nature of science, and the United States is different. Moreover, there are many key questions in Chinese teachers' understanding of scientific inquiry.
The fifth chapter, taking the inquiry teaching video as the carrier, empirically investigates the understanding of Chinese and American science teachers in inquiry teaching, and concludes that there are significant differences between them in "doing inquiry". Chinese teachers pay more attention to the regular operation of the experiment; the leading factors affecting the evaluation of teachers' inquiry teaching also have differences between China and the United States, and China pays more attention to the guidance of teachers. The five types of knowledge in inquiry teaching include lecture demonstration, skill training, experimental design, Situational Cognition and open inquiry, which are related to the teaching practice of teachers, and Chinese teachers tend to teach demonstrations and skills training, while American teachers tend to be situational and open inquiry, and the teaching practice of Chinese and American science teachers is three-dimensional. There are also great differences in the ways to achieve the goal of the course.
The sixth chapter, taking the ICAN inquiry teaching and training program in the United States as an example, explains the design and organization of the project in detail, and analyses the effect of pre and post test on Teachers' cases, examines the influence of the project on the understanding of teachers' scientific inquiry and the nature of Science and the influence of teaching practice, and analyzes the relationship between teachers' understanding and practice.
The conclusion is based on the understanding difference of science teachers in China and the United States and the analysis of American training programs. The strategy of scientific inquiry content knowledge and teaching knowledge is put forward in the inquiry teaching and training of science teachers in China, and the training mode of "doing inquiry" through practice and reflection is also put forward.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G451.1
【引证文献】
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