化学课堂教学有效性的评价研究

Research on Evaluation of Chemistry Classroom Teaching Effectiveness

依据系统科学理论,探讨了课堂教学基元系统有效性（EfPrS）的含义;运用项目分析、探索性因素分析和验证性因素分析方法,开发了EfPrS的评价量表,并得到了影响EfPrS的5个最主要因素,分别为：“时间利用的合理性（RUT）”“教学行为链的实施质量（QTBC）”“匹配度（MD）”“资源和手段的使用质量（QUR＆T）”和“基元内容的合理性（RPrC）”;运用回归分析方法建立了EfPrS与5个影响因素之间的线性回归方程,并得出QTBC是影响EfPrS的最主要因素;运用聚类分析和判别分析方法得到了课堂教学基元系统高效、中效和低效的边界值。

According to system science theory, we illustrated the definition of the effectiveness of primitive system in chemistry classrooms. Using item analysis, exploratory factor analysis, and confirmatory factor analysis, we developed a valid and reliable instrument for assessing the effectiveness of primitive system （EfPrS） in chemistry classrooms, and found five key factors for indicating EfPrS, these are the rationality of using time （RUT）, the quality of teaching behavior chain （QTBC）, match degree （MD）, the quality of using resource and technology （QUR＆T）, and rationality of primitive content （RPrC）. We further employed regression analysis to establish linear regression equation between EfPrS and these five key factors, and found that the QTBC is the most important factor to impact the EfPrS. Finally, using cluster and discriminant analysis, we identified the three levels of the effectiveness of primitive systems （high efficient, mediate efficient and low efficient） in chemistry classrooms.