中学化学教师探究教学效能感的结构与影响因素研究

Structure and Influencing Factors of High School Chemistry Teachers’ Inquiry Teaching Efficiency

以286名职前、职后中学化学教师为研究对象,通过调查法、访谈法、统计法,探讨中学化学教师探究教学效能感的心理结构及其可能的影响因素。经因素分析发现中学化学教师的探究教学效能感存在着一定的心理结构,它包含对探究的理解、对探究教学的理解、探究与探究教学能力、对探究教学成果的期望等4个方面。教龄因素对中学化学教师探究教学效能感有显著影响,探究教学效能感随教龄的增加而表现出上升的趋势。性别、任教阶段、学校所处行政区划、学校所处地区经济发展水平、学校类型等5个因素对中学化学教师的探究教学效能感无显著影响。

Based on 286 pre-service and post-service high school chemistry teachers,this paper explores the psychological structure of high school chemistry teachers’inquiry teaching efficiency and its possible influencing factors by means of investigation,interview and statistics.It found that high school chemistry teachers’inquiry teaching efficiency really had a certain psychological structure,which included four aspects:the understanding of inquiry,the understanding of inquiry teaching,the ability of inquiry and inquiry teaching,and the expectation of inquiry teaching results.The teaching age had a significant influence on the sense of inquiry teaching efficiency of high school chemistry teachers.The sense of inquiry teaching efficiency showed an upward trend with the increase of teaching age.Gender,teaching stage,administrative division of the school,economic development level of the school area and school type had no significant influence on the sense of inquiry teaching efficiency of high school chemistry teachers.