幼儿教师科学本质观的调查研究

Investigation of Kindergarten Teachers' Views of the Nature of Science

理解科学本质是科学教育的重要理念,教师对科学本质的认识深刻影响着科学教育的效果。本研究对北京市215位幼儿教师进行了问卷调查,并结合访谈和观察结果,对其科学本质观的水平、特征和类型进行了分析。研究发现:幼儿教师对科学本质的理解普遍不足,近85%的教师的科学本质观处于中等及中等以下水平,仅有1%的教师对科学本质具有良好的理解。当前,73. 4%的幼儿教师持有传统朴素型的科学本质观,教师对科学本质的理解具有零散性、内隐性与模糊性的特点,与其教育实践间存在矛盾。

Understanding the nature of science is an important concept of science education. Teachers’ understanding of the nature of science profoundly affects the effect of science education. In this study,215 kindergarten teachers in Beijing were surveyed,also by means of interviews and observations. We analyzed the level,characteristics and types of their views of the nature of science. The study found that kindergarten teachers’ understanding of the nature of science is generally inadequate. Nearly 85% of the teachers’ understanding of nature of science is at the middle and middle level,and only 1% of the teachers have a good understanding. At present,73. 4% of kindergarten teachers hold the traditional views of nature of science,teachers’ understanding of the nature of science is fragmented,implicit and ambiguous,and there is a contradiction between its educational practice.