初中生物教师对《义务教育生物学课程标准（2011年版）》的认同感研究

发布时间：2018-09-04 07:48

【摘要】：教师的认同感对决定课程改革成败而言非常关键。《标准(2011年版)》是义务教育阶段生物教师进行课程改革的重要参考,教师对课程标准的认同感高低,直接影响到课程标准实施的效果。因此本研究通过自行编制问卷,随机选取全国200名初中生物教师为研究对象,以量化研究为主,对目前我国初中生物教师新课标认同情况的现状进行调查分析,明确初中生物教师新课标认同的状况以及其中存在的问题,探讨并且寻求问题解决方法与对策。本研究在教师认同感理论模型的基础上,将课标认同感作为因变量,分为认知、感受、行为意向这三个研究维度。按照影响因素的分类将认同感的影响因素划分为三大类进行研究。研究结果表明:初中生物教师新课标认同感问卷具有良好的信效度;初中生物教师对新课标的认同感处于中高水平;初中生物教师对新课标的认同感在性别、学历、教龄、职称等个人因素上均无显著差异;课标的使用频率与教师认同感成显著的线性正相关;教师的自我期望和教育信念与教师认同感在某些层次上呈正相关;在环境因素的层面上,校内支持、校外支持、缓解忧虑、教师合作、教师参与、教师学习机会等都与课标认同感呈不同程度的正相关,提高这些层面的水平,会提升教师对课标的认同感。存在的主要问题有:初中生物教师在开展实验教学上有所欠缺、对学生的评价方式单一、对课程资源的开发不到位、较为重视讲授法而忽视自主探究法,学校对实施课标的支持不够等。最后,提出了增强初中生物教师课标认同感的一些建议。
[Abstract]:The identity of teachers is very important to determine the success or failure of curriculum reform. < Standard (2011 Edition) > is an important reference for biology teachers in compulsory education to carry out curriculum reform. It has a direct effect on the implementation of curriculum standards. Therefore, the present study selects 200 junior high school biology teachers as the research object, mainly by quantitative research, and investigates and analyzes the status quo of the new curriculum standard of junior high school biology teachers in our country. This paper clarifies the status of the new curriculum standard of biology teachers in junior high school and the existing problems, and probes into and seeks solutions to the problems. Based on the theoretical model of teachers' identity, this study divides the curriculum identity as dependent variables into three dimensions: cognition, perception and behavioral intention. According to the classification of influencing factors, the factors of identity are divided into three categories. The results show that the questionnaire has good reliability and validity; the identity of biology teachers in junior high school is at the middle and high level; the identity of biology teachers in junior high school is gender, education, teaching years. There was no significant difference in personal factors such as professional title, the frequency of using curriculum standard was significantly linear positive correlation with teachers' identity, teachers' self-expectation and educational belief were positively correlated with teachers' identity at some levels, and at the level of environmental factors, teachers' self-expectations and educational beliefs were positively correlated with teachers' identity. School support, out-of-school support, anxiety alleviation, teacher cooperation, teacher participation, and teachers' learning opportunities are all positively related to the identity of the curriculum standard to varying degrees. To improve the level of these levels, teachers will enhance the identity of the curriculum standards. The main problems are: the junior high school biology teachers have some deficiencies in carrying out experimental teaching, the evaluation of students is single, the development of curriculum resources is not in place, the teaching method is more important than the independent inquiry method. The support of the school to implement the curriculum is not enough. Finally, some suggestions are put forward to strengthen the identity of biology teachers in junior high school.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

【参考文献】