职前化学教师论证教学能力培养的实践研究

发布时间：2018-03-18 04:36

本文选题：职前化学教师　切入点：科学论证　出处：《河南师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着《中国学生发展核心素养》的公布,普通高中各学科的核心素养(征求意见稿)受到广大教育工作者的重视。数学、物理、化学、生物等理科课程的核心素养均提到要提高学生的论证推理能力,尤其是化学学科的核心素养明确提出了“论证推理与模型认知”维度,旨在培养学生的论证推理能力和搜集证据、分析证据的能力。最新公布的《普通高中化学课程标准》(征求意见稿)明确指出要通过基于核心素养的教学,帮助学生形成必备的品质和关键能力。由此可见,科学论证能力已被视为学生必备的品质和关键能力之一。本文旨在对职前化学教师进行有关论证教学能力的培训,以期提升职前教师的科学论证能力,培养他们论证教学的意识,从而有利于在日后的课程教学中引入科学论证,提升学生的科学论证能力。在对科学论证和论证式教学进行概念界定的基础之上,对国内外研究论证式教学以及职前教师论证教学能力培训的文献进行综述,了解推进论证式教学的重要意义以及对职前教师论证教学能力进行培训的必要性。接着以大三化学师范生为研究对象进行问卷调查,调查发现职前教师整体的论证水平较低。为改善该现状,创建“职前化学教师论证能力培训小课堂”。为了减轻职前教师初次学习科学论证时的压力,“论证小课堂”选用论证探究式模型(ADI)作为科学论证的基本模式。小课堂采用借助微信群的翻转课堂模式,每个知识点的学习都是通过内部资料的发放、微信群讨论和课堂讨论三个环节进行展开。经过5周的理论学习向学员介绍推行科学论证和论证式教学的重大意义,要求学员了解图尔敏论证模型的基本知识,理解论证探究式的教学模型,掌握并灵活运用展开科学论证的方法策略,并能够利用学到的理论知识进行基于论证式教学的教学设计。随后对接受培训的学员进行问卷调查以检测小课堂的实施效果,结果表明培训后学员的论证水平和论证式教学的水平都得到了提高。最后,对参与培训的学员在微格课上的表现进行跟踪调查,以检验学员在教学实践中进行论证活动的情况,并对学员的教学过程进行反馈和指导。经研究得到以下结论:(1)师范生现有的论证水平较低。(2)参与过“职前化学教师论证能力培训小课堂”的师范生的论证能力得到明显提高,并且能将科学论证引入到课堂教学和教学设计中。(3)小课堂中促进科学论证活动开展的五种方法策略是切实可行的,其中创设论证情境和角色扮演这两种策略用到的较多。
[Abstract]:With the publication of "the Core Literacy of Chinese students' Development", the core qualities (soliciting opinions) of various subjects in ordinary high schools have been attached great importance to by the majority of educations.Mathematics, physics, chemistry, The core literacy of biology and other science courses all mentioned the need to improve the students' reasoning ability of argumentation. Especially, the core accomplishment of chemistry courses clearly put forward the dimension of argumentation reasoning and model cognition. The aim is to develop students' ability to demonstrate reasoning, collect evidence, and analyze evidence. The newly published Chemistry Curriculum Standard for General High Schools (draft for comments) clearly states that teaching based on core literacy should be adopted. It can be seen that the ability of scientific argumentation has been regarded as one of the essential qualities and key abilities of students. The purpose of this paper is to train the pre-service chemistry teachers on the teaching ability of demonstration. In order to improve the pre-service teachers' ability of scientific argumentation and cultivate their consciousness of demonstration teaching, it is helpful to introduce scientific argumentation in the course teaching in the future. On the basis of defining the concept of scientific argumentation and argumentative teaching, this paper summarizes the literature of research and argumentation teaching at home and abroad, as well as the training of pre-service teachers' argumentation teaching ability. To understand the significance of promoting argumentative teaching and the necessity of training pre-service teachers' ability to demonstrate teaching. The survey found that pre-service teachers as a whole had a low level of argumentation. In order to reduce the pressure on pre-service teachers to study scientific argumentation for the first time, Adi is chosen as the basic model of scientific argumentation. Tang uses the flipping classroom mode with the help of WeChat group, The learning of each knowledge point is carried out through the distribution of internal materials, WeChat group discussion and classroom discussion. After five weeks of theoretical study, the students are introduced to the great significance of carrying out scientific argumentation and argumentative teaching. Students are required to understand the basic knowledge of Tourmin's argumentation model, to understand the argumentation and inquiry teaching model, to master and flexibly apply the methods and strategies of developing scientific argumentation, And can use the theory knowledge to carry on the teaching design based on argumentative teaching. The results show that both the level of demonstration and the level of argumentative teaching have been improved after training. Feedback and guidance on the students' teaching process. The following conclusions are obtained: 1) the current level of demonstration of normal school students is low. 2) the students who have participated in the "small classroom of pre-service chemistry teachers' argumentation ability training" have significantly improved their argumentation ability. And it is feasible to introduce scientific argumentation into classroom teaching and teaching design.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G652;G633.8

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