摘要
就科学模型的理解对553名理科职前教师进行问卷调查.结果发现:(1)职前教师对科学模型的认识处于中上水平,仍需进一步提高;(2)科学模型的多个维度之间职前教师的理解水平相当;(3)职前教师对科学模型的认识并非随年级逐渐递增,具有不稳定性、反复性;(4)专业学习内容的差异对教师科学模型的认识有着重要影响;(5)科学模型的认识性别差异不明显.基于此提出了关于理科职前教师教育中加强科学模型教学的3点启示.
To investigate how pre-service teachers understand on the role oi scientific moael in science, this paper conducted a survey for 553 students in science teacher's education program in a normal university of China. The result showed that: (1) pre-service science teachers' under- standing on scientific model was in moderate level and needs to he further improved; (2) the lev- els of pre-service science teachers' understanding on different aspects were quite similar; (3) pre- service science teachers' understanding on scientific model didn't gradually progress along grades and even fluctuated; (4) pre-service teachers' understanding on scientific model closely related to what subject they learned; (5) no significant difference was shown by the data in this study be- tween male and female pre-service science teachers' understanding on scientific model. Finally, this paper concluded with several implications on teacher education.
出处
《化学教育》
CAS
北大核心
2016年第24期60-65,共6页
Chinese Journal of Chemical Education
基金
教育部人文社会科学研究青年基金项目“基于项目反应理论的教师教学能力的测量及发展的研究”(14YJC880083)
浙江省哲学社会科学规划项目“教师教学能力的模型建构与发展研究”(12JCJY02YB)
关键词
职前理科教师
科学模型
理解
问卷调查
教师教育
pre-service science teacher
scientific model
understanding
survey
teacher ed-ucation