新手—经验型高中化学教师PCK案例研究

发布时间：2017-12-31 15:03

本文关键词：新手—经验型高中化学教师PCK案例研究　出处：《西华师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：PCK是学科教学知识(Pedagogical Content Knowledge)的简称,是指学科内容知识、教学法知识与情景知识等的整合转化而来的最有效的教师教学知识,具体来说是指在面对特定的教学主题或内容时,教师针对学生群体的不同兴趣、能力(如理解能力、实验动手能力以及创新能力等)及不同的教学场景,将相应的学科内容知识、教学法知识等进行适当的加工整合并以之进行呈现方式。教师的学科教学知识能帮助学生理解,从而形成极其有效的教学活动,其成分主要包含学科教学目的知识、课程知识、内容组织的知识、教学策略的知识、关于学生理解的知识和评价及效果反馈知识6个方面。本文主要采用文献分析法、案例分析法和访谈调查法,通过课堂观察与实录、访谈交流与调查,结合具体教学课例以及PCK的6种主要成分等多种途径,展开了对新手化学教师与经验型化学教师学科教学知识的研究,试图客观性的解决以下几方面的问题:1.高中新手型与经验型化学教师的PCK有什么不同之处?其不同之处主要表现在那些具体的方面?2.影响高中化学教师PCK发展的因素有哪些?针对职前化学教师和在职化学教师有哪些相应的建议?通过研究发现经验型化学教师在教学目的知识、化学课程知识、内容组织的知识、教学策略的知识、关于学生理解的知识和评价及效果反馈知识等方面做得更完善、更优秀。具体主要体现在经验型化学教师教学目标、教学重难点方面落实得更精确,重视三维教学目标的落实等;课程知识和教学评价与反馈知识方面内容更雄厚丰富;教学策略、内容组织以及有关学生的知识等方面能做到顺藤摸瓜、游刃有余,能够建立良好的情景线、问题线,适当的进行学生实验与探究,激发学生兴趣,引导学生思索等。同时,本文通过访谈调查、文献分析等方法对影响化学教师PCK发展的因素进行研究,发现影响化学教师PCK发展的因素主要有:教师的学习经历、教师的观察反思能力以及教学资源丰富度等,基于其影响因素上,对高师院校、职前化学教师以及在职化学教师提出相应的、实用性较强的几点建议。并根据此次研究,笔者对职前化学教师和在职化学教师的PCK发展循环关系进行了理论构建。
[Abstract]:PCK is the abbreviation of Pedagogical Content knowledge, which refers to the knowledge of subject content. The most effective teachers' teaching knowledge, which is transformed by the integration of pedagogical knowledge and situational knowledge, specifically refers to the different interests of the students in the face of a specific teaching topic or content. Ability (such as understanding ability, experimental hands-on ability and innovation ability etc.) and different teaching scenarios will be the corresponding knowledge of the subject content. The teaching knowledge of teachers can help students understand and form an extremely effective teaching activity. Its composition mainly includes the knowledge of the subject teaching purpose, the course knowledge, the content organization knowledge, the teaching strategy knowledge. This article mainly uses the literature analysis method, the case analysis method and the interview investigation method, through the classroom observation and the actual record, the interview exchange and the investigation. Combined with specific teaching examples and six main components of PCK, this paper studies the teaching knowledge of novice chemistry teachers and experiential chemistry teachers. Try to resolve the following questions objectively: 1. What are the differences between PCK of novice and experiential chemistry teachers in senior high school? What are the main aspects of the differences? 2. What are the factors that affect the development of PCK in senior high school chemistry teachers? What are the corresponding suggestions for pre-service chemistry teachers and in-service chemistry teachers? Through the study, empirical chemistry teachers in the teaching objectives of knowledge, chemistry curriculum knowledge, knowledge of content organization, teaching strategy knowledge. The knowledge and evaluation of students' understanding and the knowledge of effect feedback are more perfect and better, which are mainly reflected in the teaching objectives of experiential chemistry teachers and the more accurate implementation of the important and difficult aspects of teaching. Pay attention to the implementation of three-dimensional teaching objectives; The contents of curriculum knowledge and teaching evaluation and feedback knowledge are more abundant; Teaching strategies, content organization and the knowledge of students can be done in a smooth and easy way, can establish a good line of situations, problem lines, appropriate students to experiment and explore, stimulate students' interest. At the same time, through the interview investigation, literature analysis and other methods to study the factors that affect the development of chemistry teachers PCK. It is found that the main factors that affect the development of chemistry teachers' PCK are: teachers' learning experience, teachers' ability of observation and reflection, and the richness of teaching resources. Pre-service chemistry teachers and in-service chemistry teachers put forward the corresponding practical suggestions. And according to this study. The relationship between pre-service chemistry teachers and on-the-job chemistry teachers' PCK development cycle is theoretically constructed.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8

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