职前科学教师科学本质教学设计评价研究

Evaluation of Nature of Science Lesson Plan of Pre-Service Science Teachers

科学本质教学设计是科学本质教学实践的基础。本研究评估了35名职前科学教师的科学本质教学设计。数据源包括:科学本质教学设计、半结构化访谈、非正式访谈等多元数据。数据分析以“显性-反思性”教学为框架,分别从科学本质教学设计的目标设定、内容融合、情境创设、问题、讨论、反思等6个方面对职前科学教师的科学本质教学设计进行等级编码。研究结果表明,职前科学教师能够将科学本质作为认知性目标,挖掘课程材料中的科学本质内容,较好地设置科学本质的教学情境,但在具体实施科学本质教学设计的问题、讨论、反思时表现欠佳。这表明职前科学教师在将“显性-反思性”教学转化为具体的、实操层面的教学设计时仍然存在困难。

The lesson plan of nature of science(NOS)is the basis of NOS teaching practice.This study evaluated NOS lesson plan of 35 pre-service science teachers.Data sources include NOS lesson plans,semi-structured interviews,informal interviews,and other multiple data.Data analysis applied the“explicit-reflective”teaching as the framework,and coded NOS lesson plan from six aspects:setting instructional objectives of NOS,integrating traditional teaching content with NOS,creating situations related to NOS,asking questions about NOS,discoursing questions about NOS,and reflecting on NOS.The results showed that preservice science teachers can take the NOS as a cognitive goal,excavate the content of the NOS in curriculum materials,and create well teaching situations of the NOS,but they do not perform well in the problems,discussions,and reflections of the implementation of NOS lesson plan.This indicated that preservice science teachers still have difficulties in transforming“explicit-reflective”teaching into concrete and practical lesson plan.