【摘要】 本研究采用整群抽样法选取三年级师范生65名,运用SEQ与ST-IAT方法来了解师范生外显与内隐的个体认识信念。通过研究发现:(1)师范生的外显与内隐的个体认识信念呈现明显的分离。师范生在学习能力、知识稳定、知识来源维度上持外显的建构主义认识信念,在学习能力、学习速度、知识稳定维度上持内隐的传统认识信念。(2)理科师范生持有显著的"知识是联系的,学习受先天能力影响"的内隐认识信念,持有显著的"知识来自个人探索"的外显认识信念。女性师范生持有显著的"知识来自个人探索"的内隐认识信念。更多还原

【Abstract】 The aim of the research is to understanding pre-service teachers’ explicit and implicit personal epistemological beliefs by selecting 65 research subjects with the methods of cluster sampling.The research conclusions are(1) there is different between pre-service teachers’ explicit and implicit personal epistemological beliefs.Pre-service teachers show constructive orientation of explicit epistemological beliefs on learning abilit,knowledge stability and knowledge resource,show traditional orientation of implicit epistemological beliefs on learning ability,learning speed and knowledge stability.(2) pre-service teachers in nature science have outstanding unconscious beliefs that knowledge is connected and learning is influenced by learning ability and has outstanding conscious beliefs that knowledge comes from personal explore.Female pre-service teachers have outstanding unconscious beliefs that knowledge comes from personal explore.更多还原