摘要
利用化学教学设计评价量表(CTDES),对广州市某高校86名化学师范生在教育实习期间完成的教学设计进行评价,发现师范生在"认知与元认知""社会文化与情感""科学描述与应用"指标表现中等,在"一致性"指标表现较好。师范生在对"理论化学"和"描述化学"类课题进行教学设计时,在"认知与元认知""社会文化与情感""科学描述与应用"3个指标上的得分存在显著差异。
The chemistry teaching design scale(CTDES)was used to evaluate the teaching design of 86 chemistry normal students in a university in Guangzhou during the educational internship.It was found that the students performed moderately in"cognition and metacognition","social culture and emotion","scientific description and application"indicators and performed well in the"consistency"indicator.In the teaching design of the"theoretical chemistry"and"description chemistry"subjects,the chemistry normal students have significant differences in the scores on the three indicators of"cognition and metacognition","social culture and emotion",and"scientific description and application".
作者
黎意敏
陈博
LI Yi-Min;CHEN Bo(School of Chemistry and Chemical Engineering,Guangzhou University,Guangzhou 510006,China)
出处
《化学教育（中英文）》
CAS
北大核心
2020年第10期54-60,共7页
Chinese Journal of Chemical Education
基金
广州市高等学校教育教学改革项目“教育实习评价机制的优化与实施”(2019JG249)
广州大学2017年度校级教育教学研究项目“教育实习评价机制的优化与实施——以化学教育实习为例”。
关键词
化学师范生
教学设计
教学设计评价
chemistry normal student
teaching design
teaching design evaluation
