利用课例研究提高化学师范生探究式教学能力初探
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摘要
课例研究强调理论与实践的紧密结合,对发展新手教师的教学能力有很好的效果。本研究以黄冈师范学院2015级化学专业10名师范生为研究对象,在为期三个月的课例研究中,通过集体讨论和反复实践,促进他们对探究式教学内涵的理解,提升探究式教学能力。研究发现,对化学研究本质特点的理解,对化学思维方法运用的熟练程度,是影响他们探究式教学能力发展的主要因素;而教学实践和交流讨论对探究式教学能力的提高起到了关键性的支持作用。因此,把课例研究融入到探究式教学的培训中;鼓励师范生参与科学研究,解决真实问题,这些措施对化学师范生理解探究式教学内涵,提高教学设计的能力,科学有效地实施探究式教学都有很好的促进作用。
Lesson study is an effective method for the novice teachers' growing in teaching abilities because of its characteristic of the integration of teaching theories and practices. In this research, ten students majoring in chemistry of 2015 grade in Huanggang Normal university were taken as the research objects. During the three months of lesson studies, the ten students finally achieved a deep understanding of the inquiry teaching and improvement of teaching abilities. The research showed that the understanding to the essence of science and the proficiency in chemical thinking methods greatly affected their improvement of the inquiry teaching abilities. Simultaneously, the teaching practices and group discussions are the key supports for their progress in instruction. Therefore, the lesson study integrated into the training of the inquiry teaching, encouraging normal university students to participate in the scientific research and solve the real problems presented in the specialized courses are profound in the cultivation project. They will have good promoting effects for normal university students to understand the scientific inquiry and improve the inquiry teaching abilities.
Lesson study is an effective method for the novice teachers' growing in teaching abilities because of its characteristic of the integration of teaching theories and practices. In this research, ten students majoring in chemistry of 2015 grade in Huanggang Normal university were taken as the research objects. During the three months of lesson studies, the ten students finally achieved a deep understanding of the inquiry teaching and improvement of teaching abilities. The research showed that the understanding to the essence of science and the proficiency in chemical thinking methods greatly affected their improvement of the inquiry teaching abilities. Simultaneously, the teaching practices and group discussions are the key supports for their progress in instruction. Therefore, the lesson study integrated into the training of the inquiry teaching, encouraging normal university students to participate in the scientific research and solve the real problems presented in the specialized courses are profound in the cultivation project. They will have good promoting effects for normal university students to understand the scientific inquiry and improve the inquiry teaching abilities.
引文
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[7] 姚玉环,李晓辉,牛清霞,等.师范生的探究潜质培养仍是薄弱环节[N].中国教育报,2008-4-16(9).
[8] 彭蜀晋.当代理科师范教育改革概观[J].教师教育研究,2003,15(3):19-24.
[9] 姚元锦,朱德全.师范生教学知识发展的影响因素分析:框架与实证[J].湖南师范大学教育科学学报,2018,17 (2):43-53.
[10] 郑少鸣;姜虹;朱连云,等.教师“行动教育”——青浦实验新世纪探索[J].课程.教材.教法,2014,34(3):3-12.
[11] 顾泠沅,周超.教师专业化的实践与反思——顾泠沅教授专访[J].苏州大学学报(教育科学版),2017,5(2):86-93.
[2] Eick C J,Reed C J.What makes an inquiry-oriented science teacher?The influence of learning histories on student teacher role identity and practice[J].Science Education.2002(86):401-416.
[3] Ileana M G.Supporting pre-service elementary teachers in their understanding of inquiry teaching through the construction of a third discursive space[J].International Journal of Science Education,2016,38(5):791-813.
[4] Oppong N J,Shore B M,Saunders S K S,et al.Using Brief Teacher Interviews to Assess the Extent of Inquiry in Classrooms[J].Journal of Advanced Academics,2015,26(3):197-226.
[5] Ayse Y C,Hakki K,Sinem U,et al.Challenges faced by preservice chemistry teachers teaching in a laboratory and their solution proposals[J].European Journal of Teacher Education,2017,40(2):210-230.
[6] Vesterinen V M,Aksela M.Design of Chemistry Teacher Education Course on Nature of Science[J].Science & Education,2013,22(9):2193-2225.
[7] 姚玉环,李晓辉,牛清霞,等.师范生的探究潜质培养仍是薄弱环节[N].中国教育报,2008-4-16(9).
[8] 彭蜀晋.当代理科师范教育改革概观[J].教师教育研究,2003,15(3):19-24.
[9] 姚元锦,朱德全.师范生教学知识发展的影响因素分析:框架与实证[J].湖南师范大学教育科学学报,2018,17 (2):43-53.
[10] 郑少鸣;姜虹;朱连云,等.教师“行动教育”——青浦实验新世纪探索[J].课程.教材.教法,2014,34(3):3-12.
[11] 顾泠沅,周超.教师专业化的实践与反思——顾泠沅教授专访[J].苏州大学学报(教育科学版),2017,5(2):86-93.