国内外化学教师PCK评价量规的实证研究述评

Review of Empirical Research on PCK Evaluation Rubric for Chemistry Teachers at China and Abroad

主要从化学教师PCK评价量规的建立方式、测查内容、特征属性,以及应用量规测查PCK水平实证研究的研究设计、研究目的等维度梳理了相关文献。综述表明:(1)国内外研究均较多基于已有成果建立量规,较少基于原始数据生成量规,对比国外,国内有关后者的研究更为稀缺;(2)国内外研究均较多测查KoC,KoL,KoS,而较少测查KoA,CTO以及整合水平;(3)国内外研究均较多应用化学学科专属型评价量规,少部分国内研究开发了化学主题专属型评价量规;(4)与国外相比,国内研究较少应用概念图法和定性定量混合型分析方法;(5)相对而言,国内研究更关注调查型研究,但较少探查PCK水平与其他变量的关系,较少关注干预型研究。文末据此对我国开发本土化的化学教师PCK评价量规用于实证研究与化学教师教育提出建议。

This paper reviews the aspects of establishment, content, characteristics on chemical PCK rubrics, as well as the research design and purpose of the empirical research using the rubrics. The review shows that:(1) Domestic and foreign research mostly build rubrics based on existing results, and rarely based on original data. Compared with foreign research, domestic research on the latter is more scarce;(2) Domestic and foreign research mostly measure KoC, KoL, KoS, but less KoA, CTO and integration;(3) Domestic and foreign research mostly use subject-specific rubrics, and a small number of domestic research have developed topic-specific rubrics;(4) Compared with foreign research, domestic research use less concept map and qualitative-quantitative mixed analysis method;(5) Compared with foreign research, domestic research pay more attention to ascertaining research, but less to explore the relationship between PCK levels and other variables, as well as interventional research. At the end of the paper, some suggestions are put forward for the development of localized PCK rubrics for empirical research and chemistry teacher education.