职前教师化学三重表征的认知现状及教学水平测评研究
发布时间：2018-08-28 09:59
【摘要】：化学新课程改革的要求是促进教师的专业化发展。为达成这个要求,提出一种科学有效的教学方式是应时代发展的一个趋势,而这种教学方式就是化学三重表征。职前教师处于专业化教师的开始阶段,在这个阶段中所学习的教育理论课程会影响他们的三重表征教学的水平。在这里,职前教师的认知是教学发展的核心部分,能影响他们对课程内容的理解,影响他们与其专业发展之间的联系。因此研究职前教师化学三重表征的认知现状以及教学水平对教师专业发展和教师教学水平的提升有着重要的教育意义和价值。本研究以湖北省某师范高校化学学院的大四免费师范生为对象,以人教版化学必修一 “金属及其化合物的性质”为主题,通过问卷调查、课堂观察辅以访谈等实证分析方法,以便了解职前教师三重表征的现状及教学水平。论文主要包括5个部分:第1部分为绪论,提出了研究背景、内容、方法、目的及意义,整理了相关的文献,阐述了三重表征的涵义、关系、存在问题及有效的教学策略,了解三重表征存在的问题,并依据本文研究目的重新界定了化学三重表征的概念。第2部分为概念和理论建构,界定了表征、职前教师等相关概念,运用建构主义和最近发展区理论作为本论文研究的支点。第3部分是职前教师化学反应三重表征现状的调查研究。本研究自编问卷,随机抽取三个微格教学班的学生为调查对象,考查了职前教师三重表征的现状,并从人口学因素方面探讨了影响职前教师三重表征的因素。第4部分是职前教师化学三重表征的教学水平测评研究。在经过微格课程教师两次不同的干预时,本研究对两位职前教师的三重表征教学行为进行了 4次课堂观察,分析职前教师在教学过程中三重表征的水平,探讨职前教师化学三重表征的认知和教学水平的关系,研究微格课程教师干预对职前教师三重表征教学水平的影响。在每次干预后,本研究还对这两位职前教师进行了访谈,以期获得影响他们现阶段三重表征教学水平的因素,并在此基础上提出合理化的建议。第5部分为本文研究的结论、反思、创新点及展望。研究结果表明:(1)职前教师有良好的化学教学三重表征的意识,但三重表征教学能力的发展不平衡,宏观教学表征能力较强,微观和符号教学表征能力较弱,且难以在不同的表征水平间进行自由的转换。(2)职前教师化学三重表征的认知与其模拟教学水平不存在一致性。(3)微格课程教师干预对职前教师三重表征的模拟教学水平有比较明显的影响。(4)先前课程学习内容及评价对职前教师三重表征的模拟教学水平有影响。
[Abstract]:The requirement of the new chemistry curriculum reform is to promote the professional development of teachers. In order to meet this requirement, it is a trend of the development of the times to put forward a scientific and effective teaching method, which is the triple representation of chemistry. Pre-service teachers are in the initial stage of professional teachers, in which the educational theory curriculum will affect their level of triple representation teaching. Here, pre-service teachers' cognition is the core part of teaching development, which can affect their understanding of curriculum content and the relationship between them and their professional development. Therefore, it is of great educational significance and value to study the cognitive status quo and teaching level of pre-service teachers' triple representation of chemistry for teachers' professional development and improvement of teachers' teaching level. This research takes the senior free normal students of a normal university chemistry college in Hubei province as the object, takes the "the nature of metal and its compounds" as the subject of the required chemistry course in the personal education edition, through the questionnaire survey, classroom observation and other empirical analysis methods, such as interviews, etc. In order to understand the present situation and teaching level of pre-service teachers' triple representation. The thesis mainly includes five parts: the first part is the introduction, which puts forward the research background, content, method, purpose and significance, arranges the related literature, expounds the meaning, the relation, the existing problem and the effective teaching strategy of the triple representation. To understand the existing problems of triple representation and redefine the concept of chemical triple representation according to the purpose of this paper. The second part is the concept and theoretical construction, defining the representation, pre-service teachers and other related concepts, using constructivism and the theory of proximal development area as the fulcrum of this paper. The third part is the investigation and research of pre-service teachers' triple representation of chemical reaction. In this study, the students of three microteaching classes were randomly selected as the objects of investigation, and the present situation of the triple representation of pre-service teachers was investigated, and the factors influencing the triple representation of pre-service teachers were discussed from the aspect of demographic factors. The fourth part is the teaching level evaluation of pre-service teachers' triple representation of chemistry. After two different interventions of microcurriculum teachers, this study made four classroom observations on the triple representation teaching behavior of two pre-service teachers, and analyzed the level of triple representation of pre-service teachers in the teaching process. This paper probes into the relationship between the cognition and teaching level of chemistry triple representation of pre-service teachers, and studies the influence of microcurriculum teacher intervention on the teaching level of pre-service teachers' triple representation. After each intervention, this study also conducted interviews with the two pre-service teachers in order to obtain the factors that affect their current level of triple representation of teaching, and then put forward some suggestions for rationalization. The fifth part is the conclusion, reflection, innovation and prospect of this paper. The results show that: (1) Pre-service teachers have a good sense of triple representation in chemistry teaching, but the development of teaching ability of triple representation is unbalanced, the ability of macroscopic teaching representation is strong, the ability of microscopic and symbolic teaching representation is weak. It is difficult to transfer freely among different representation levels. (2) there is no consistency between the cognition of chemistry triple representation of pre-service teachers and their simulated teaching level. (3) Microcurriculum teachers intervene in simulated teaching of pre-service teachers' triple representation. (4) the learning content and evaluation of previous courses have an effect on the simulated teaching level of pre-service teachers' triple representation.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8
本文编号：2209053
[Abstract]:The requirement of the new chemistry curriculum reform is to promote the professional development of teachers. In order to meet this requirement, it is a trend of the development of the times to put forward a scientific and effective teaching method, which is the triple representation of chemistry. Pre-service teachers are in the initial stage of professional teachers, in which the educational theory curriculum will affect their level of triple representation teaching. Here, pre-service teachers' cognition is the core part of teaching development, which can affect their understanding of curriculum content and the relationship between them and their professional development. Therefore, it is of great educational significance and value to study the cognitive status quo and teaching level of pre-service teachers' triple representation of chemistry for teachers' professional development and improvement of teachers' teaching level. This research takes the senior free normal students of a normal university chemistry college in Hubei province as the object, takes the "the nature of metal and its compounds" as the subject of the required chemistry course in the personal education edition, through the questionnaire survey, classroom observation and other empirical analysis methods, such as interviews, etc. In order to understand the present situation and teaching level of pre-service teachers' triple representation. The thesis mainly includes five parts: the first part is the introduction, which puts forward the research background, content, method, purpose and significance, arranges the related literature, expounds the meaning, the relation, the existing problem and the effective teaching strategy of the triple representation. To understand the existing problems of triple representation and redefine the concept of chemical triple representation according to the purpose of this paper. The second part is the concept and theoretical construction, defining the representation, pre-service teachers and other related concepts, using constructivism and the theory of proximal development area as the fulcrum of this paper. The third part is the investigation and research of pre-service teachers' triple representation of chemical reaction. In this study, the students of three microteaching classes were randomly selected as the objects of investigation, and the present situation of the triple representation of pre-service teachers was investigated, and the factors influencing the triple representation of pre-service teachers were discussed from the aspect of demographic factors. The fourth part is the teaching level evaluation of pre-service teachers' triple representation of chemistry. After two different interventions of microcurriculum teachers, this study made four classroom observations on the triple representation teaching behavior of two pre-service teachers, and analyzed the level of triple representation of pre-service teachers in the teaching process. This paper probes into the relationship between the cognition and teaching level of chemistry triple representation of pre-service teachers, and studies the influence of microcurriculum teacher intervention on the teaching level of pre-service teachers' triple representation. After each intervention, this study also conducted interviews with the two pre-service teachers in order to obtain the factors that affect their current level of triple representation of teaching, and then put forward some suggestions for rationalization. The fifth part is the conclusion, reflection, innovation and prospect of this paper. The results show that: (1) Pre-service teachers have a good sense of triple representation in chemistry teaching, but the development of teaching ability of triple representation is unbalanced, the ability of macroscopic teaching representation is strong, the ability of microscopic and symbolic teaching representation is weak. It is difficult to transfer freely among different representation levels. (2) there is no consistency between the cognition of chemistry triple representation of pre-service teachers and their simulated teaching level. (3) Microcurriculum teachers intervene in simulated teaching of pre-service teachers' triple representation. (4) the learning content and evaluation of previous courses have an effect on the simulated teaching level of pre-service teachers' triple representation.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8
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