中学理科教师使用课程材料的研究——基于广州市教师的调查

Status of High School Science Teachers' Use of Curriculum Materials:Based on the Survey of Teachers in Guangzhou

基于教师与课程材料互动关系模型,以及学科核心素养的视角,凝炼出我国理科教师使用课程材料形态的4个维度:"常规使用""科学探究""STSE"和"教师学习",并编制了一份具有良好效度和信度的量表。通过对广州市422名初中理科教师进行问卷调查,发现教师在各维度均表现出较好的课程材料使用形态,但未处于很高的水平。不同区域教师的课程材料使用形态在"教师学习"维度存在显著差异;不同学科教师的课程材料使用形态不存在显著差异,不同职称教师的课程材料使用形态在"常规使用""科学探究"和"STSE"维度存在显著差异。文章最后提出教师专业发展的建议。

Based on the model of interactive relationship between teachers and curriculum materials and the perspective of discipline core literacy, this study refined the four dimensions which included "routine use" "scientific inquiry""STSE" and "teacher learning" of the condition of science teachers’ use of curriculum materials in China, and made a scale with good validity and reliability. Through the questionnaire survey of 422 junior high school science teachers in Guangzhou, it was found that the teachers showed good condition of curriculum materials use in each dimension, but not at a very high level. There was a significant difference in "teacher learning" of the condition of curriculum materials use for teachers in different areas;there was no significant difference in the condition of curriculum materials use for teachers with different disciplines;there existed significant differences in "routine use" "scientific inquiry" and "STSE" of the condition of curriculum materials use for teachers with different professional titles. Finally, the article put forward some suggestions on teacher professional development.