职前科学教师综合探究能力提升路径研究——理论学习与实践体验的比较分析

Research on the Improvement Path of Pre-service Science Teachers’ Comprehensive Inquiry Ability——A Comparative Analysis of Theoretical Learning and Practical Experience

职前科学教师探究能力培养有基于科学探究的理论学习和基于科学探究的实践体验两种方式,以普通高师院校的科学教育本科师范专业学生为研究对象,开展职前科学教师综合探究能力培养的实证研究。运用SPSS(v22.0)软件统计比较发现,提高职前科学教师亲历参与程度和课堂开放性的强度、增加科学探究“实践体验”,可显著提升探究能力。但不同的培养方式有所差异:实践体验方式对培养职前科学教师探究能力显著优于理论学习方式;科普活动与探究教学实践对探究能力的培养效果最好,探究教学理论学习效果最差。因此,应当改进“理论学习”探究教学方式,增加探究活动实践体验课程,大力开发生活化的探究学习资源。

There are two ways based on scientific inquiry to cultivate pre-service science teachers’ inquiry ability: theoretical learning and practical experience. Taking the undergraduates of science education in ordinary normal colleges and universities as the research subject, an empirical study on the comprehensive inquiry ability training of pre-service science teachers is conducted. Via SPSS(v22.0) statistical comparison, it is found that the enhancement of the personal participation of pre-service science teachers, classroom openness, and the“practical experience”of scientific inquiry can significantly improve their inquiry ability. However, these training methods show different effects in cultivating the inquiry ability: practical experience method is significantly better than the theoretical learning method;popular science activities and inquiry teaching practice are most effective, and the theoretical teaching method is the least. Therefore, it is necessary to modify the“theoretical learning”inquiry teaching method, increase the practical experience courses of inquiry activities, and vigorously develop the resources life-oriented inquiry learning.