物理师范生实习前后光学PCK的差异比较研究

发布时间：2018-01-13 23:06

本文关键词：物理师范生实习前后光学PCK的差异比较研究　出处：《沈阳师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：教育是国家兴盛和发展的基石，而教师教育则是我国教育工作的根本。近年国家相继出台了一系列政策提升职前教师教育质量。在这些政策中，加强教育教学实践是一个重要手段。教师的知识是教师素养的重要组成部分，实践对知识的发展有着不可替代的作用，尤其是被称为教师最有效知识的PCK，更是与实践密切相关。本研究选取职前物理教师的光学PCK为主要研究内容，重点对实习这种实践形式、对该种PCK的影响因素进行了深入系统有针对的研究，得到了非常有价值的研究成果。本研究首先在文献研究的基础上，设计了有效的测量工具，对物理师范生实习前后的光学PCK分别进行了测量，，整理了两个不同阶段的客观现状，并对两者进行对比研究，分析实践对于光学PCK发展的影响，试图对其可能原因进行了探讨，并在此基础上提出了部分有针对性的建议。本论文共分为七章：第一章梳理现有研究，在国家关于教师教育的政策背景下，结合PCK的理论基础，梳理国内外关于光学PCK的相关研究文献，针对现有研究不足提出了本研究的研究目的与研究意义。第二章是本文的研究思路与设计，确定了以光学本体知识和课程知识为主要研究内容的研究流程设计。第三章是研究的前期测量与准备阶段，根据光学概念的相关研究确定了本研究的初测问卷，并对07级物理师范生进行了测量，在分析整理后针对分析中所遇到困难对问卷进行了进一步的修改。第四章是对实习前光学本体知识的部分现状描述。在对08级物理师范生实习前后的光学PCK进行调查后，着重描述了实习前光学本体知识的部分现状，并得出了实习前光学知识的因子分析模型。第五章是实习前后光学本体知识的差异比较。通过对实习前后光学本体知识的差异比较，分析物理师范生实习前后光学PCK的主要变化，并找出影响该变化的主要因素。第六章是实习前后光学课程知识的差异比较。结合光学课程知识测试题和概念图，对物理师范生实习前后光学课程知识的的现状进行了比较。第七章是研究结论及建议，通过因子分析模型得出实习前后物理师范生的光学PCK结构未发生本质性转变，通过对现状的具体分析发现物理师范生的光学PCK处在不断发展中，需要进一步深刻的理解，并得出家教经验、自主实习及实习学校所在位置对物理师范生光学PCK的形成具有显著影响，结合问卷分析原因，提出促进物理师范生PCK发展的有效建议。
[Abstract]:Education is the cornerstone of the prosperity and development of the country, and teacher education is the foundation of education in China. In recent years, the government has issued a series of policies to improve the quality of pre-service teacher education. Strengthening teaching practice is an important means. Teachers' knowledge is an important part of teachers' literacy. Practice plays an irreplaceable role in the development of knowledge, especially the PCK, which is called the most effective knowledge of teachers. It is closely related to practice. In this study, the optical PCK of pre-service physics teachers is chosen as the main research content, focusing on the practical form of practice, and the influence factors of this kind of PCK are studied systematically and systematically. First of all, based on the literature research, an effective measuring tool was designed to measure the optical PCK of physics normal students before and after practice. In this paper, the objective situation of two different stages is sorted out, and the comparison between the two is carried out. The influence of practice on the development of optical PCK is analyzed, and the possible reasons are discussed. On this basis, some specific suggestions are put forward. This thesis is divided into seven chapters: the first chapter combs the existing research, under the background of the national policy on teacher education, combing the theoretical basis of PCK, combing the domestic and foreign related research literature on optical PCK. The purpose and significance of this study are put forward. The second chapter is the research idea and design of this paper, and determines the research flow design with optical ontology knowledge and curriculum knowledge as the main research content. The third chapter is the early stage of measurement and preparation of the study. According to the related research of optical concepts, the first questionnaire of this study was determined, and the 07 grade physics normal students were measured. After the analysis, the questionnaire was further revised in view of the difficulties encountered in the analysis. Chapter 4th is a partial description of the optical ontology knowledge before and after practice. After investigating the optical PCK before and after the practice of 08 grade physics normal school students, the part of the optical ontology knowledge before and after the practice is described emphatically. The factor analysis model of optical knowledge before practice is obtained. Chapter 5th is the comparison of optical ontology knowledge before and after practice. Through the comparison of optical ontology knowledge before and after practice, the main changes of optical PCK before and after the practice of physics normal students are analyzed. The main factors influencing the change were found out. Chapter 6th compares the difference of optical course knowledge before and after practice, and compares the present situation of optical course knowledge before and after the practice of physics normal school students by combining with the test question and concept diagram of optical course knowledge. Chapter 7th is the conclusion and suggestion of the research. Through the factor analysis model, it is concluded that the optical PCK structure of physics normal students before and after practice has not undergone essential transformation. Through the concrete analysis of the present situation, it is found that the optical PCK of physics normal students is in the process of continuous development, which needs to be further understood, and the experience of tutoring is obtained. The independent practice and the location of the practice school have a significant influence on the formation of optical PCK of physics normal students. Based on the analysis of the reasons of the questionnaire, the effective suggestions to promote the development of PCK of physics normal students are put forward.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：O43-4;G652.4

【参考文献】