新手化学教师学科知识遗忘率的调查研究与反思
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摘要
本研究通过问卷与访谈法调查来自25所学校的33名新手化学教师学科知识遗忘率。调查结果表明,教师学科知识整体遗忘率很高;本科学历的教师学科知识遗忘率显著高于硕士学历的教师;随着教龄的增长,教师的知识遗忘率呈上升趋势;男女教师无显著差异。通过分析教师希望学习的化学学科知识反思我国职前教师培养。
This study aimes to investigate degree of forgetting of subject knowledge of 33 novice chemical teachers from 25 schools. The results show that novice chemical teachers have forgotten considerable amount of subject knowledge. The forgotten degree of subject knowledge of teachers who are bachelor is significantly higher than that of the teachers of master degree. With the growth of seniority,the forgotten degree of subject knowledge is rising.There is no significant difference between male and female teachers. Through analysis of teachers who want to learn chemistry,the paper reflected the situation of China's pre-service teacher training.
This study aimes to investigate degree of forgetting of subject knowledge of 33 novice chemical teachers from 25 schools. The results show that novice chemical teachers have forgotten considerable amount of subject knowledge. The forgotten degree of subject knowledge of teachers who are bachelor is significantly higher than that of the teachers of master degree. With the growth of seniority,the forgotten degree of subject knowledge is rising.There is no significant difference between male and female teachers. Through analysis of teachers who want to learn chemistry,the paper reflected the situation of China's pre-service teacher training.
引文
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[13]保罗·弗莱雷.被压迫者教育学:30周年纪念版[M].顾建新,等译.上海:华东师范大学出版社,2014:93
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[16]MONK M,OSBORNE J.Placing the history and philosophy of science on the curriculum:A model for the development of pedagogy[J].Science education,1997,81(4):405-424.
[17]蹇世琼,饶从满,回俊松.教育实习中实习生教学能力发展的调查研究——基于D师范大学的调查[J].教师教育研究,2012(1):73-79.
[18]龚冬梅.美国教育实习的经验与启示[J].外国中小学教育,2011(3):40-43.
[2]Wineburg S S,Wilson S M.Subject matter knowledge in the teaching of history[J].Advances in research on teaching,1991(2):305-347.
[3]RWWAN B,CHIANG F S,MILLER R J.Using research on employees’performance to study the effects of teachers on students’achievement[J].Sociology of Education,1997(4):56-284.
[4]吴琼.教师专业发展的知识基础[M].北京:北京师范大学出版社,2009:71.
[5]BAILEY C D.Forgetting and the learning curve:A laboratory study[J].Management science,1989,35(3):340-352.
[6]BACON D R,STEWART K A.How fast do students forget what they learn in consumer behavior?A longitudinal study[J].Journal of Marketing Education,2006,28(3):181-192.
[7]MILLAR J.Improving science education:The contribution of research[M].Mc Graw-Hill Education(UK),2000:151.
[8]HANDCOCK M S,GILE K J.Comment:On the concept of snowball sampling[J].Sociological Methodology,2011,41(1):367-371.
[9]约翰·D·布兰思特,等.人是如何学习的——大脑、心理、经验及学校[M].程可拉,等译.上海:华东师范大学出版社,2012:39
[10]陈向明.搭建实践与理论之桥:教师实践性知识研究[M].北京:教育科学出版社,2011:85
[11]安德烈·焦尔当.学习的本质[M].杭零,译.上海:华东师范大学出版社,2015:52
[12]钟启泉,崔允漷,胡惠闵,等.关于我国教师教育课程现状的研究[J].全球教育展望,2008(9):19-21.
[13]保罗·弗莱雷.被压迫者教育学:30周年纪念版[M].顾建新,等译.上海:华东师范大学出版社,2014:93
[14]SHULMAN L S.Those who understand:Knowledge growth in teaching[J].Educational researcher,1986,15(2):4-14.
[15]菲利普·w·杰克森.什么是教育[M].吴春雷,等译.北京:北京时代华文书局,2014:155.
[16]MONK M,OSBORNE J.Placing the history and philosophy of science on the curriculum:A model for the development of pedagogy[J].Science education,1997,81(4):405-424.
[17]蹇世琼,饶从满,回俊松.教育实习中实习生教学能力发展的调查研究——基于D师范大学的调查[J].教师教育研究,2012(1):73-79.
[18]龚冬梅.美国教育实习的经验与启示[J].外国中小学教育,2011(3):40-43.