化学教学设计能力评价量表的编制与应用研究
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摘要
基于学科教学知识(PCK)编制化学教学设计能力评价量表,并对在职高中化学教师的教学设计能力进行评价,分析化学教师在教学设计中存在的问题,为提高在职高中化学教师教学设计能力提供有针对性的建议。研究表明:(1)高中化学教师在课程知识、学生知识及评价知识维度的项目上均处于未掌握等级;(2)高中化学教师在教学目标知识和教学策略知识维度的多个评价项目上处于基本掌握等级。
This paper compiled an evaluation scale for chemistry teaching design ability,evaluated the teaching design ability of chemistry teachers in senior high school,analyzed the problems existing in the teaching design of chemistry teachers,and put forward some suggestions to improve the teaching design ability of chemistry teachers in senior high school.This study showed that:(1)senior high school chemistry teachers not mastered in curriculum knowledge,students' knowledge and evaluation knowledge dimensions;(2)senior high school chemistry teachers were at the basic level in multiple evaluation projects of teaching objectives and teaching strategies of knowledge.
This paper compiled an evaluation scale for chemistry teaching design ability,evaluated the teaching design ability of chemistry teachers in senior high school,analyzed the problems existing in the teaching design of chemistry teachers,and put forward some suggestions to improve the teaching design ability of chemistry teachers in senior high school.This study showed that:(1)senior high school chemistry teachers not mastered in curriculum knowledge,students' knowledge and evaluation knowledge dimensions;(2)senior high school chemistry teachers were at the basic level in multiple evaluation projects of teaching objectives and teaching strategies of knowledge.
引文
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[2]张景焕,金盛华,陈秀珍.心理发展与教育,2004,20(1):59-63
[3]齐媛,张生.现代教育技术,2009,19(1):43-46
[4]史红霞.化学教育,2012,33(8):57-59
[5]张思佩.中学化学教师教学设计能力发展研究.武汉:华中师范大学硕士学位论文,2015
[6]刘引红.混合学习环境下师范生教学设计能力培养策略研究.上海:上海师范大学硕士学位论文,2010
[7] Shulman L S.Educational Researcher,1986,15(2):4-14
[8] Park S,Oliver J S.Research in Science Education,2008,38(3):261-284
[9] Magnusson S,Krajcik J,Borko H.Nature,sources and development of pedagogical content knowledge for science teaching//J Gess-Newsome,N G Lederman.Examining Pedagogical Content Knowledge:The Construct and its Implications for Science Education.Dordrecht,The Netherlands:Kluwer Academic Publishers,1999:95-132
[10]梁永平.化学教育,2012,33(6):1-5
[11]陈美玲.高中物理职初教师在概念教学中PCK的提升途径研究.福州:福建师范大学硕士学位论文,2014
[12] Grossman P L.The making of a teacher:teacher knowledge and teacher education.New York:UMI Books on Demand,1990
[13]陈慧君.高中化学教师PCK中“学生知识”的调查与分析.长春:东北师范大学硕士学位论文,2012
[14]刘学梅,李家清.地理教学,2014(12):14-17
[15]杨承印.化学课程与教学论.西安:陕西师范大学出版社,2010:116-119
[16]杨小丽.数学通报,2011,50(3):40-43
[17]张小菊.化学学科教学知识研究.上海:华东师范大学博士学位论文,2014
[18]熊静.高中化学课堂导入的策略研究.大连:辽宁师范大学硕士学位论文,2014
[19]相佃国.化学教育,2011,32(4):18-21
[20]杨帆.中学化学课堂情境创设适切性质性研究.长春:东北师范大学硕士学位论文,2010
[21]王中荣.课程·教材·教法,2011(3):84-88
[22]李艳灵.化学教学,2007(12):12-14
[23]桑仁.试题与研究,2011(5):46-52
[24]张换.中学物理专家型教师和新手型教师课堂教学设计比较研究.西安:陕西师范大学硕士学位论文,2014
[25]王占康.中学数学研究:华南师范大学版,2015(11):40-41
[26]杭伟华.中学化学教学参考,2014(11):18-21
[27]张辰妹,刘敬华.化学教育,2015,36(1):56-60
[28]吴明隆.问卷统计分析实务:SPSS操作与应用.重庆:重庆大学出版社,2010:240-244
[29]杨娇荣.在职初中化学教师教育课程设置研究.西安:陕西师范大学硕士学位论文,2013