基于概念图的初中物理教师课程知识评价研究
发布时间：2018-08-24 19:14
【摘要】：自20世纪80年代以来,教师知识迅速成为教师教育研究领域的一个热点议题。课程知识作为教师知识的重要组成部分,直接影响着教师的教学观念和教学行为。教师的课程知识结构比较复杂,概念图作为一种有效的知识表征与评价工具,能够很好地对教师的课程知识结构与水平进行评价。本研究成果对于教师知识评价、教师专业发展和基础教育课程改革都具有重要的理论意义和实践价值。论文共分八章,涵括四个研究问题:一是对初中物理教师课程知识评价的理论分析;二是对初中物理教师课程知识评价的方法与技术探讨;三是对初中物理教师课程知识评价的比较研究;四是对初中物理教师课程知识和概念图评价方法的优化策略研究。初中物理教师课程知识评价的理论分析部分,主要探讨了初中物理教师课程知识的内涵、类型、发展阶段,以及教师课程知识评价的范式演进。初中物理教师课程知识评价的方法与技术探讨,主要包括概念图理论的简要阐述、概念图评价的方法论探讨、教师课程知识概念图评价指标体系的构建,以及应用概念图进行评价研究过程中会遇到的一些技术难题的处理。概念图是一种以图表的形式反映概念和概念之间关系的知识结构图,作为一种方法论体系,概念图很好地融合了实证主义和人文主义两大方法论的优势。初中物理教师课程知识评价的实证研究,结合教师的日常工作选取了四个与初中物理教师关系密切的主题:以学生为本育人理念的理解、教科书二次开发、科学探究教学、课程资源的开发与利用,并以处于专业发展不同阶段的教师作为评价对象进行实证探索。研究表明,通过概念图可以很好的呈现出不同发展阶段教师课程知识在内容与结构两个维度上的差异,且随着教龄的增加,教师的课程知识呈现出一定的发展规律。在此基础上总结出本研究的五条基本结论:一是教师课程知识类型分布以经验型、理论型和融合型为主;二是从“机械照搬”到“自主创生”是教师课程知识发展的普遍规律;三是不同发展阶段教师课程知识水平存在显著差异;四是专家型教师课程知识具有明显的情境性和结构性特征;五是概念图评价法在物理教师课程知识评价上具有明显优势。本研究就优化初中物理教师课程知识及评价方法提出四方面建议:一是发挥专家型教师专业优势,构建教师课程知识发展共同体;二是针对教师课程知识发展不同阶段与特征,实施精准的培训活动;三是关注教师能力的“自变量”,促进教师专业内生式发展;四是科学合理地利用概念图方法,提高教师课程知识评价有效性。
[Abstract]:Since 1980's, teacher knowledge has become a hot topic in the field of teacher education research. As an important part of teachers' knowledge, curriculum knowledge has a direct impact on teachers' teaching concepts and behaviors. As an effective tool of knowledge representation and evaluation, concept map can evaluate teachers' knowledge structure and level well. The research results have important theoretical significance and practical value for teacher knowledge evaluation, teacher professional development and basic education curriculum reform. The thesis is divided into eight chapters, including four research questions: first, the theoretical analysis of curriculum knowledge evaluation of junior high school physics teachers; second, the discussion on the methods and techniques of curriculum knowledge evaluation of junior middle school physics teachers. The third is the comparative study on the curriculum knowledge evaluation of junior high school physics teachers, and the fourth is the research on the optimization strategy of curriculum knowledge and concept map evaluation methods of junior middle school physics teachers. The theoretical analysis of curriculum knowledge evaluation of physics teachers in junior high school mainly discusses the connotation, types, development stage and the evolution of the paradigm of curriculum knowledge evaluation of junior high school physics teachers. The methods and techniques of curriculum knowledge evaluation for physics teachers in junior high school are discussed, including the brief elaboration of concept map theory, the methodology of concept map evaluation, the construction of evaluation index system of teachers' curriculum knowledge concept map. And the application of concept map in evaluation research process will meet some technical problems. Concept map is a kind of knowledge structure diagram which reflects the relationship between concept and concept in the form of chart. As a methodology system, concept map combines the advantages of positivism and humanism well. Based on the empirical study of curriculum knowledge evaluation of physics teachers in junior high school, this paper selects four themes closely related to physics teachers in junior high school by combining their daily work: the understanding of student-centered education concept, the second development of textbooks, and the scientific inquiry teaching. The development and utilization of curriculum resources, and the teachers in different stages of professional development as the evaluation object for empirical exploration. The research shows that the concept map can well show the differences of teachers' curriculum knowledge in the two dimensions of content and structure in different stages of development, and with the increase of teaching age, teachers' curriculum knowledge presents a certain development law. On this basis, five basic conclusions of this study are summarized: first, the distribution of teachers' curriculum knowledge types is experiential, theoretical and integrated, second, from "mechanical copying" to "independent creation" is the general law of teachers' curriculum knowledge development; Third, there are significant differences in the level of curriculum knowledge of teachers at different stages of development; fourth, the curriculum knowledge of expert teachers has obvious situational and structural characteristics; fifth, the concept map evaluation method has obvious advantages in the evaluation of physical teachers' curriculum knowledge. In this study, four suggestions are put forward to optimize the curriculum knowledge and evaluation methods of physics teachers in junior high school. One is to give full play to the professional advantages of expert teachers, and the other is to build a community of teachers' curriculum knowledge development, and second, to aim at the different stages and characteristics of teachers' curriculum knowledge development. The third is to pay attention to the "independent variable" of teachers' ability, to promote the endogenous development of teachers' specialty, and (4) to use concept map method scientifically and reasonably to improve the effectiveness of teachers' curriculum knowledge evaluation.
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G633.7
，
本文编号：2201771
[Abstract]:Since 1980's, teacher knowledge has become a hot topic in the field of teacher education research. As an important part of teachers' knowledge, curriculum knowledge has a direct impact on teachers' teaching concepts and behaviors. As an effective tool of knowledge representation and evaluation, concept map can evaluate teachers' knowledge structure and level well. The research results have important theoretical significance and practical value for teacher knowledge evaluation, teacher professional development and basic education curriculum reform. The thesis is divided into eight chapters, including four research questions: first, the theoretical analysis of curriculum knowledge evaluation of junior high school physics teachers; second, the discussion on the methods and techniques of curriculum knowledge evaluation of junior middle school physics teachers. The third is the comparative study on the curriculum knowledge evaluation of junior high school physics teachers, and the fourth is the research on the optimization strategy of curriculum knowledge and concept map evaluation methods of junior middle school physics teachers. The theoretical analysis of curriculum knowledge evaluation of physics teachers in junior high school mainly discusses the connotation, types, development stage and the evolution of the paradigm of curriculum knowledge evaluation of junior high school physics teachers. The methods and techniques of curriculum knowledge evaluation for physics teachers in junior high school are discussed, including the brief elaboration of concept map theory, the methodology of concept map evaluation, the construction of evaluation index system of teachers' curriculum knowledge concept map. And the application of concept map in evaluation research process will meet some technical problems. Concept map is a kind of knowledge structure diagram which reflects the relationship between concept and concept in the form of chart. As a methodology system, concept map combines the advantages of positivism and humanism well. Based on the empirical study of curriculum knowledge evaluation of physics teachers in junior high school, this paper selects four themes closely related to physics teachers in junior high school by combining their daily work: the understanding of student-centered education concept, the second development of textbooks, and the scientific inquiry teaching. The development and utilization of curriculum resources, and the teachers in different stages of professional development as the evaluation object for empirical exploration. The research shows that the concept map can well show the differences of teachers' curriculum knowledge in the two dimensions of content and structure in different stages of development, and with the increase of teaching age, teachers' curriculum knowledge presents a certain development law. On this basis, five basic conclusions of this study are summarized: first, the distribution of teachers' curriculum knowledge types is experiential, theoretical and integrated, second, from "mechanical copying" to "independent creation" is the general law of teachers' curriculum knowledge development; Third, there are significant differences in the level of curriculum knowledge of teachers at different stages of development; fourth, the curriculum knowledge of expert teachers has obvious situational and structural characteristics; fifth, the concept map evaluation method has obvious advantages in the evaluation of physical teachers' curriculum knowledge. In this study, four suggestions are put forward to optimize the curriculum knowledge and evaluation methods of physics teachers in junior high school. One is to give full play to the professional advantages of expert teachers, and the other is to build a community of teachers' curriculum knowledge development, and second, to aim at the different stages and characteristics of teachers' curriculum knowledge development. The third is to pay attention to the "independent variable" of teachers' ability, to promote the endogenous development of teachers' specialty, and (4) to use concept map method scientifically and reasonably to improve the effectiveness of teachers' curriculum knowledge evaluation.
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G633.7
，
本文编号：2201771
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