理科教师探究教学实施能力急需提升:一项基于Rasch模型的实证研究

Science Teachers Need to Improve Their Practical Ability of Inquiry Teaching: An Empirical Study Based on Rasch Model

采取课堂观察法对辽宁省129名初中化学教师的教学视频进行观察,运用Rasch模型及软件处理数据。结果表明:仅有三分之一的理科教师采用探究教学方式,且总体探究教学实施能力的表现极低;在教学中很少引导学生提出问题,指导表达交流的教学能力分最高,仅为50分;地区和性别对理科教师探究教学实施能力没有影响;部优和省优课理科教师的探究教学实施能力明显高于其他等级。理科教师探究教学实施能力应在主体性、深刻性、创造性上向更高的水平迈进。

The classroom observation method was used to observe the teaching videos of 129 middle school chemistry science teachers in Liaoning Province.Use "Rasch"model and software to analyze and discuss.The results show that only one-third of science teachers use the style of inquiry teaching,and the performance of the overall inquiry ability is very low.The science teachers seldom guide students to ask questions in their teaching.The communication teaching ability got the highest score,but only 50 points.Region and gender did not affect the science teachers Inquiry Teaching Practical Ability.The ministerial and provincial level were significantly higher than other levels.Science teachers should improve their practical ability of inquiry teaching into a higher level in subjectivity,profundity and creativity.