物理职前教师初中实验教学知识的调查研究

发布时间：2018-11-18 07:27

【摘要】：新课程改革的不断深入,带来了教师素质要求的新变化,尤其随着《国家中长期教育改革和发展规划纲要(2010-2020年)》的颁布,提高教师整体综合素质,面向专业化、高素质已成为教师教育最基本的要求,教师专业化是实现新课程改革的重要手段,是新课程改革成功的决定性因素。随着学科教学知识研究成果的不断发展,使得越来越多的人们关注学科教学知识。人们发现,学科教学知识能够区别教师与其他的行业,是教师所特有的知识,这也对教师的教学工作有着重大的影响,是提升教师综合素质的基本因素。职前教师所具有的学科教学知识的结构,可以衡量职前教师水平,影响其能否适应教师工作。职前教师只有拥有丰富的学科教学知识,才能尽快适应教师工作,甚至胜任教师工作。对物理职前教师初中实验教学知识的结构进行研究,是对于实验教学知识有一个描述。本研究采用两条不同的线索,对优秀物理教师进行访谈,了解优秀物理教师对于初中实验教学知识的掌握情况,对物理职前教师进行问卷调查,了解物理职前教师的初中物理实验教学知识的结构。并将这两条线索进行对比,发现差异。总结增加物理职前教师初中实验教学知识的方法,提高物理职前教师的实验教学知识水平。本研究通过调查发现,物理职前教师关于实验课程知识中实验要求知识比较欠缺、实验技能知识中实验器材相关知识掌握较差和关于学生实验学习的知识不够重视。主要原因是对于相关知识的了解不够具体和深入,对于教育学方面书籍和专业文章的阅读较少,缺少对学生的了解,是导致物理职前教师教学策略、教学评价以及关于学生学习的知识欠缺的主要原因,这也导致物理职前教师与优秀物理教师的最大差异。在有关调查后,总结得出了从自身和外界两个方面提升教师实验教学知识的若干有效方法。
[Abstract]:The continuous deepening of the new curriculum reform has brought new changes to the requirements of teachers' quality, especially with the promulgation of the outline of the National medium and long term Education Reform and Development Plan (2010-2020), improving the overall comprehensive quality of teachers and facing specialization. High quality has become the most basic requirement of teacher education. Teacher specialization is an important means to realize the new curriculum reform and a decisive factor for the success of the new curriculum reform. With the development of subject teaching knowledge, more and more people pay attention to subject teaching knowledge. It is found that subject teaching knowledge can distinguish teachers from other professions, which is a special knowledge of teachers, which also has a significant impact on teachers' teaching work, and is the basic factor to improve teachers' comprehensive quality. The structure of the subject teaching knowledge of pre-service teachers can measure the level of pre-service teachers and affect whether they can adapt to the work of teachers. Only if pre-service teachers have abundant subject teaching knowledge can they adapt to teacher work or even be qualified for teacher work as soon as possible. The research on the structure of experimental teaching knowledge of physics teachers in junior middle school is a description of experimental teaching knowledge. This study uses two different clues to interview the outstanding physics teachers to understand the master of the outstanding physics teachers' experimental teaching knowledge in junior high school, and to conduct a questionnaire survey to the pre-service physics teachers. To understand the structure of physics experimental teaching knowledge of physics teachers in junior middle school. The difference was found by comparing the two cues. This paper summarizes the methods of increasing the experimental teaching knowledge of pre-vocational physics teachers in junior high school and raises the level of experimental teaching knowledge of pre-vocational physics teachers. Through the investigation, it is found that the physical pre-service teachers lack the experimental knowledge in the knowledge of experimental curriculum, the knowledge about experimental equipment is poor in the knowledge of experimental skills and the knowledge about students' experimental study is not paid enough attention to. The main reason is that the understanding of the relevant knowledge is not specific and in-depth, the less reading of books and professional articles in pedagogy, and the lack of understanding of students, is the result of teaching strategies of pre-service physics teachers. The main reasons of teaching evaluation and lack of knowledge about students' learning also lead to the biggest difference between pre-service physics teachers and outstanding physics teachers. After the investigation, some effective methods to improve the teachers' experimental teaching knowledge from the aspects of themselves and the outside world are summarized.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G633.7;G652

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