EQUIP工具在高中化学探究性教学课堂评价中的应用研究
发布时间：2019-04-18 07:11
【摘要】：新课改的核心理念是“以人为本”,核心任务是提高学生的综合素养,而有效开展探究性教学是培养学生综合素养的重要任务。因此,帮助中学化学教师提高课堂探究教学水平,促进学生理解科学概念,实现化学课改的最终目标是极具意义的。但是,自课改以来,我国中学教师科学探究教学能力提高并不理想。其中一个重要的原因就是没有可操作的全面评价课堂探究性教学的测评工具,教学评价一直是“瓶颈”。探究性教学质量分析框架(Electronic Quality of Inquiry Protocol,EQUIP)是Marshall J. C团队开发的测评科学教师探究教学质量的系列量表,是有效的探究性教学测评工具,可以全面反映科学教师探究性教学表现,为教师提高探究教学反思、观课评价水平和课堂研究提供了可靠的测评工具。为了准确评判一线化学教师的探究教学质量、分析探究教学行为特点,成因等问题,笔者利用在武汉市某重点高中两个多月教育实习的机会,旁听了该校多位化学教师的科学探究课,最终选择了其中两名化学一线教师C老师和Y老师作为个案研究对象,对人教版化学必修一第三章《金属及其化合物》中最具代表性的2节课进行课堂观察,并进行录像,随后将录像转录成文本,分别用探究性教学质量分析框架(EQUIP)和作者改良后的化学课堂互动分析编码系统(Chemistry Class Interaction Analysis system,CCIAS),从定性和定量两个方面对文本进行分析,发现两位教师的探究课堂教学存在许多共同问题。根据这些问题,笔者对研究对象进行访谈,分析原因,并提出了相应改进建议。为了帮助一线老师更好地改善探究课堂教学质量,笔者选择一节相同主题内容的全国优质课获奖作品录像为研究对象,用EQUIP和CCIAS进行分析,深入说明高质量探究性教学的特点,这些研究对于教师有效地发现探究教学中存在的问题,改进教学过程,促进教师的专业发展有极大作用。EQUIP是定性分析框架,该系列框架包括时间利用、教学、话语、评价、课程五个要素。笔者使用该工具分析了 C老师和Y老师的探究性课堂教学,发现以下几个特点:(1)探究性教学整体水平处于中等水平(发展中的探究);(2)课堂教学顺序水平低;(3)教师为中心,互动偏少;(4)教学评价以理解知识为主,缺乏独立批判性思维培养;(5)探究教学缺乏大观念建构。教学过程以教师为中心,教学方式以引导和讲授为主。作者用改良后的化学课堂互动分析编码系统(CCIAS)对C老师和Y老师的探究性课堂教学转录文本进行分析,也进一步佐证了两位教师探究课堂教师语言占70%以上。整节课堂大部分依然是辅以演示实验和提问的传统上课方式。用EQUIP和CCIAS从定性和定量对优质课L老师探究课堂转录文本进行分析,有以下几个特点:(1)探究性教学整体处于中等以上水平;(2)课堂探究活动顺序稍高;(3)学生为中心,互动多;(4)教学评价以知识应用为主;(5)探究教学注重价值观念建构。整节课教师语言仅为45.2%,与学生的互动十分紧密。论文创新如下:(1)对探究性教学质量分析框架(EQUIP)进行了深入的文献研究;(2)对化学课堂互动分析编码系统(CCIAS)进行了改良;(3)利用EQUIP并辅以CCIAS,从定性和定量两个方面对化学探究性教学实际课堂进行了详细的分析和成因探索。
[Abstract]:The core idea of the new curriculum reform is the "people-oriented", the core task is to improve the students' comprehensive quality, and the effective inquiry teaching is an important task to train the students' comprehensive quality. Therefore, it is of great significance to help middle school chemistry teachers to improve the level of classroom inquiry teaching, to promote the students' understanding of the scientific concept and to realize the ultimate goal of chemical course reform. However, since the course of the course reform, the high school teacher's scientific inquiry teaching ability is not ideal. One of the important reasons is that there is no comprehensive evaluation tool for comprehensive evaluation of the inquiry teaching in the classroom, and the teaching evaluation has always been the "Bottleneck". The inquiry teaching quality analysis framework (EQUIP) is a series of scales developed by Marshall J. C. It provides a reliable evaluation tool for teachers to improve the research and teaching reflection, the level of evaluation and the classroom research. In order to judge the teaching quality of the first-line chemical teachers and to analyze the characteristics and causes of the teaching behavior, the author takes advantage of the opportunity of the two-month educational practice in a key high school in Wuhan, and has listened to the scientific inquiry class of the multi-site chemistry teachers. in that end, two of the two chemical first-line teacher C and the Y teacher are selected as case study object, and the most representative two classes in the third chapter, the metal and the compound thereof, are observe in the classroom, and the video is recorded, and then the video is transcribed into text, The paper makes an analysis of the text from both qualitative and quantitative aspects by using the inquiry teaching quality analysis framework (EQUIP) and the improved chemical classroom interaction analysis system (CCIAS), and finds out that the two teachers' inquiry classroom teaching has many common problems. According to these problems, the author interviewed the research object, analyzed the reason, and put forward the corresponding improvement suggestion. In order to help the first-line teachers to improve the quality of the classroom teaching better, the author selects the national high-quality class with the same subject content as the research object, and uses EQUIP and CCIAS to carry out the analysis, and the characteristics of the high-quality inquiry teaching are described in depth. These studies have a great effect on the teacher's effective discovery of the problems existing in the inquiry teaching, the improvement of the teaching process and the promotion of the professional development of the teachers. EQUIP is a qualitative analysis framework, which includes five elements of time utilization, teaching, discourse, evaluation and course. The author uses this tool to analyze the inquiry teaching of C teacher and Y teacher, and find the following characteristics: (1) the overall level of the inquiry teaching is in the middle level (the inquiry in development); (2) the teaching order level is low; (3) the teacher is the center and the interaction is less; (4) The teaching evaluation is based on the understanding of knowledge, and the lack of independent critical thinking training; and (5) the exploration of teaching lacks the construction of a large concept. The teaching process is focused on the teacher as the center and the teaching method is guided and taught. In this paper, the author analyzes the transcription text of the inquiry teaching of C teachers and Y teachers by the improved chemical classroom interactive analysis coding system (CCIAS), and further supports the two teachers' inquiry into the classroom teacher's language by more than 70%. The whole lesson is still the traditional way to support the demonstration experiment and question. From the qualitative and quantitative analysis of the English teacher of high quality class L by EQUIP and CCIAS, the following characteristics are: (1) The whole teaching of the inquiry is at the middle or above level; (2) the order of the classroom inquiry activity is slightly higher; (3) the students are the center and the interaction is much; (4) The teaching evaluation is based on the knowledge application; (5) the inquiry teaching focuses on the value-based construction. The whole class of teacher's language is only 45.2%, and the interaction with the students is very close. The innovation of the paper is as follows: (1) An in-depth literature study of the inquiry teaching quality analysis framework (EQUIP) is carried out; (2) the chemical classroom interactive analysis coding system (CCIAS) is improved; (3) EQUIP is used and supplemented with the CCIAS, The paper makes a detailed analysis of the practical class of the chemistry inquiry teaching from both qualitative and quantitative aspects.
【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：2459854
[Abstract]:The core idea of the new curriculum reform is the "people-oriented", the core task is to improve the students' comprehensive quality, and the effective inquiry teaching is an important task to train the students' comprehensive quality. Therefore, it is of great significance to help middle school chemistry teachers to improve the level of classroom inquiry teaching, to promote the students' understanding of the scientific concept and to realize the ultimate goal of chemical course reform. However, since the course of the course reform, the high school teacher's scientific inquiry teaching ability is not ideal. One of the important reasons is that there is no comprehensive evaluation tool for comprehensive evaluation of the inquiry teaching in the classroom, and the teaching evaluation has always been the "Bottleneck". The inquiry teaching quality analysis framework (EQUIP) is a series of scales developed by Marshall J. C. It provides a reliable evaluation tool for teachers to improve the research and teaching reflection, the level of evaluation and the classroom research. In order to judge the teaching quality of the first-line chemical teachers and to analyze the characteristics and causes of the teaching behavior, the author takes advantage of the opportunity of the two-month educational practice in a key high school in Wuhan, and has listened to the scientific inquiry class of the multi-site chemistry teachers. in that end, two of the two chemical first-line teacher C and the Y teacher are selected as case study object, and the most representative two classes in the third chapter, the metal and the compound thereof, are observe in the classroom, and the video is recorded, and then the video is transcribed into text, The paper makes an analysis of the text from both qualitative and quantitative aspects by using the inquiry teaching quality analysis framework (EQUIP) and the improved chemical classroom interaction analysis system (CCIAS), and finds out that the two teachers' inquiry classroom teaching has many common problems. According to these problems, the author interviewed the research object, analyzed the reason, and put forward the corresponding improvement suggestion. In order to help the first-line teachers to improve the quality of the classroom teaching better, the author selects the national high-quality class with the same subject content as the research object, and uses EQUIP and CCIAS to carry out the analysis, and the characteristics of the high-quality inquiry teaching are described in depth. These studies have a great effect on the teacher's effective discovery of the problems existing in the inquiry teaching, the improvement of the teaching process and the promotion of the professional development of the teachers. EQUIP is a qualitative analysis framework, which includes five elements of time utilization, teaching, discourse, evaluation and course. The author uses this tool to analyze the inquiry teaching of C teacher and Y teacher, and find the following characteristics: (1) the overall level of the inquiry teaching is in the middle level (the inquiry in development); (2) the teaching order level is low; (3) the teacher is the center and the interaction is less; (4) The teaching evaluation is based on the understanding of knowledge, and the lack of independent critical thinking training; and (5) the exploration of teaching lacks the construction of a large concept. The teaching process is focused on the teacher as the center and the teaching method is guided and taught. In this paper, the author analyzes the transcription text of the inquiry teaching of C teachers and Y teachers by the improved chemical classroom interactive analysis coding system (CCIAS), and further supports the two teachers' inquiry into the classroom teacher's language by more than 70%. The whole lesson is still the traditional way to support the demonstration experiment and question. From the qualitative and quantitative analysis of the English teacher of high quality class L by EQUIP and CCIAS, the following characteristics are: (1) The whole teaching of the inquiry is at the middle or above level; (2) the order of the classroom inquiry activity is slightly higher; (3) the students are the center and the interaction is much; (4) The teaching evaluation is based on the knowledge application; (5) the inquiry teaching focuses on the value-based construction. The whole class of teacher's language is only 45.2%, and the interaction with the students is very close. The innovation of the paper is as follows: (1) An in-depth literature study of the inquiry teaching quality analysis framework (EQUIP) is carried out; (2) the chemical classroom interactive analysis coding system (CCIAS) is improved; (3) EQUIP is used and supplemented with the CCIAS, The paper makes a detailed analysis of the practical class of the chemistry inquiry teaching from both qualitative and quantitative aspects.
【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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