教师科学认识信念情境相关性研究

发布时间：2018-09-09 17:49

【摘要】：国内外大量的课堂观察显示,课堂实践中存在着教师认识信念与教学行为不一致的现象。或者说教师在课堂教学中并不是使用某一种或高或低的单一认识信念稳定一致的驱动其教学行为的,相反教师们在不同的情境下会表现出多种不同的认识信念和教学行为。针对实践中存在的这种现象,个体认识信念研究领域内的认识论结构理论与资源理论存在着解读上的分歧。而理论解读的分歧必然会带来对教师教学行为情境性的不同理解与理论指导下相异的教师专业发展路径。本研究以课堂观察中发现的教师认识信念不稳定现象为逻辑起点,以理论界对此现象解读存在的分歧为立足点,运用文献法,观察法,问卷法,访谈法,比较分析法等多种研究方法,首先以重庆市主城和区县的116名小学科学教师为研究对象,以改编的《教师科学认识信念问卷》为测验工具,对样本教师进行问卷测试以测查教师去情境化的认识信念水平。其次,以分层抽样的方法从116个高低不同水平的教师中抽取30个样本教师作为情境化访谈的对象,以自编的《教师科学认识信念情境化访谈提纲》为研究工具,对30个科学教师进行访谈并评测出教师情境中的科学认识信念水平。最后,运用SPSS19.0对样本教师去情境化与情境化的科学认识信念水平进行差异性检验,最终检验出教师的科学认识信念是否具有情境相关性。本研究共分为七部分：第一部分为导论,分别介绍了本研究的背景、国内外相关课题的研究现状、核心概念界定、本研究理论基础与相关研究意义；第二部分为本论文的研究设计,主要从研究问题与假设、研究思路与方法、研究取样与工具等几个方面进行了设计；第三部分从调查目的与方法、结果与分析两大方面介绍了教师科学认识信念去情境化的问卷测试；第四部分从访谈目的与方法、结果与分析两方面详细介绍了教师科学认识信念的情境化访谈；第五部分是基于问卷测试与情境化访谈结果对教师去情境化与情境化的认识信念进行比较分析；第六部分是教师科学认识信念情境相关性研究结论与原因分析；第七部分是基于研究结论对教师认识信念专业发展的启示与建议；最后一部分,简单介绍了本研究的局限性以及后续的研究。本研究通过对30名小学科学教师去情境化问卷与情境化访谈中两种认识信念进行差异性检验,结果发现教师在前后两种测试中的科学知识信念(包括对科学知识来源与科学知识确定性的信念)存在着显著差异,即‘教师对科学知识的认识信念具有显著的情境相关性’。而教师对科学学习的信念(本研究主要指科学学习能力的信念)在前后的问卷与访谈中并无表现出显著性差异,也即教师对科学学习的信念不具有情境相关性。针对所得出的研究结论,本论文以‘框架理论’为理论基础尝试性对此结论作出的解释如下：首先,教师身上存在的丰富认识信念资源所组成的‘认识信念框架’的多样性以及框架情境转换性决定了教师课堂情境中认识信念与行为的多样性与转换性；其次,传统认识信念框架的持久稳固性与先进认识信念框架的短时不稳定性解释了课堂情境中教师高水平认识信念与行为向低水平认识信念与行为转换的现象；最后,我国历来重视学习能力的教学观,以及新课程改革前后科学本质观的根本性转变并未带来教师们科学学习能力观巨大转变的现状,是本研究中教师科学学习信念非情境相关性的主要原因。基于以上研究结果与原因分析,本研究尝试对促进科学教师认识信念专业发展提出以下几点建议：第一,科学教育改革应继续加大力度倡导教师革新自身的科学认识信念；第二,科学教育研究人员应构建新的教师认识信念专业发展路径；第三,学校层面应继续改变对科学教师教学的评价方式。
[Abstract]:A large number of classroom observations at home and abroad show that teachers'cognitive beliefs are inconsistent with their teaching behavior in classroom practice. In other words, teachers do not use a single cognitive belief to drive their teaching behavior steadily and consistently in classroom teaching. On the contrary, teachers will show a variety of behaviors in different situations. Different epistemological beliefs and teaching behaviors. In view of this phenomenon in practice, there are divergences between the theory of epistemological structure and the theory of resources in the field of individual epistemological beliefs. This study takes the instability of teachers'cognitive beliefs found in classroom observation as the logical starting point, and takes the divergence of the interpretation of this phenomenon as the standpoint. It uses literature, observation, questionnaire, interview, comparative analysis and other research methods. Firstly, 116 primary school science teachers in Chongqing's main city and districts and counties are selected as the research methods. In order to test teachers'de-contextualized cognitive beliefs, 30 teachers from 116 teachers of different levels were selected by stratified sampling method as the subjects of situational interviews with self-compiled teachers. Thirty science teachers were interviewed and their scientific knowledge beliefs in the context were assessed. Finally, SPSS 19.0 was used to test the differences between the de-situated and situated scientific knowledge beliefs of the sample teachers. This study is divided into seven parts: the first part is the introduction, which introduces the background of this study, the research status of related topics at home and abroad, the definition of core concepts, the theoretical basis of this study and related research significance; the second part is the research design of this paper, mainly from research issues and assumptions, research ideas. The third part introduces the de-contextualized questionnaire test of teachers'scientific knowledge belief from the aspects of investigation purpose and method, result and analysis; the fourth part introduces teachers' scientific knowledge belief in detail from the aspects of interview purpose and method, result and analysis. The fifth part is based on the results of questionnaires and situational interviews to compare and analyze teachers'de-situational and situational cognitive beliefs; the sixth part is the conclusion and reason analysis of the situational relevance of teachers' scientific cognitive beliefs; the seventh part is based on the inspiration of the research findings to teachers'professional development of cognitive beliefs. In the last part, the limitations of this study and the follow-up research are briefly introduced. The study examines the differences between the two cognitive beliefs in the de-situated questionnaire and the situated interview of 30 primary school science teachers and finds that the teachers'beliefs in scientific knowledge (including the beliefs in scientific knowledge) are tested in the two tests. There is a significant difference between the belief in the certainty of source and scientific knowledge, that is, teachers'belief in scientific knowledge has a significant contextual correlation, while teachers' belief in scientific learning (this study mainly refers to the belief in scientific learning ability) has no significant difference between the questionnaire and the interview, that is, teachers'belief in scientific knowledge has a significant contextual correlation. There is no contextual correlation between beliefs in learning. In view of the research findings, this paper attempts to explain this conclusion on the basis of frame theory as follows: First, the diversity of cognitive belief frameworks composed of abundant cognitive belief resources in teachers and the context-switching nature of frameworks determine the diversity of belief frameworks. Secondly, the persistence and stability of the traditional cognitive belief framework and the short-term instability of the advanced cognitive belief framework explain the phenomenon that teachers'high-level cognitive beliefs and behaviors change to low-level cognitive beliefs and behaviors in classroom situations; finally, China has always been a heavy country. The main reasons for the non-situational correlation of teachers'beliefs in science learning are the teaching view of learning ability and the fact that the fundamental change of the view of science essence before and after the new curriculum reform has not brought about the great change of teachers' views on science learning ability. The following suggestions are put forward for the development of teachers'cognitive beliefs: firstly, the reform of science education should continue to promote teachers' innovative beliefs in scientific knowledge; secondly, researchers in science education should construct new paths for teachers'cognitive beliefs in professional development; thirdly, schools should continue to change the evaluation of science teachers' teaching. Way.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G625.1

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