理科职前教师科学模型理解的调查研究

Investigation on Pre-Service Science Teachers’ Understanding on Scientific Model

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.