教师探究教学观念系统的探查与分析

Exploration and Analysis of Teachers' Concept System on Inquiry Teaching

许多教师认同探究教学观念,但缺少相应的探究教学行为。通过大样本调查发现,教师持有的探究教学观念分为陈述性观念、条件和程序性观念、探究教学经验图式三种形式。其中当探究教学观念仅为陈述性观念时,很难转变为教学行为,当教师持有的探究教学观念达到经验图式时,最容易产生相应的教学行为。另外,探究教学能力强的教师除经验图式丰富外,其陈述性观念、条件和程序性观念也更倾向于将探究价值定位于促进学生学科方法能力的发展和促进科学素养发展,倾向于关注探究教学的思维性特征和论证性特征,以及以思维活动作为开放性教学环节的活动内容。

Many teachers know inquiry teaching well, but do inquiry teaching little. The conclusion of a questionnaire survey is teachers＇ conception of inquiry teaching is stored by three styles; these are declarative cognition, procedural cognition and conditional knowledge, experienced schema. If teacher only has the style of declarative cognition, it＇ s difficult to do inquiry teaching; if teacher has the style of experienced schema, it＇ s easier to carry out inquiry teaching. By research, the excellent teachers have more experienced schema of inquiry teaching; when they implement inquiry teaching, they intend more to students＇ understanding of methods of subject-matter and students＇ scientific capacity; they value the deeply thinking and reasoning as the characteristic of inquiry teaching; and they using deeply thinking activity as teaching content.