化学师范生批判性思维现状及探究性实验对其的影响

【作者】 王燕；

【导师】 周青；

【作者基本信息】 陕西师范大学 ， 课程与教学论， 2008， 硕士

【摘要】 教师批判性思维发展是学生批判性思维发展的前提,要真正落实新课程改革的目标,首先应该关注教师的培养问题。化学师范生是未来的化学教师,如何有效地促进他们批判性思维能力的发展,加深他们对批判性思维的理解,是摆在化学教师教育研究领域内一个迫切需要解决的问题,我们有必要对化学师范生的批判性思维能力的发展进行研究。目前我国对批判性思维的研究还大部分停留在一般性的认识阶段,尚且缺乏对教师的批判性思维的研究,为了更好地使批判性思维的培养领域化,具体化,可操作化,就必须了解教师批判性思维的发展现状,对其培养方式不应仅仅停留在理论层面,应进一步进行实践研究。本文采用文献法、问卷调查法和实验法,首先调查研究了职前与职后化学教师批判性思维发展的水平现状,然后着重研究了探究性化学实验对师范生批判性思维的影响。研究的主要内容和结论如下:1.以陕西省化学骨干教师和陕西师范大学化学系师范生为测试对象,运用《加利福尼亚批判性思维倾向问卷》(简称CCTDI)和《加利福尼亚批判性思维技能问卷》(简称CCTST)对职前与职后化学教师批判性思维的水平现状进行了调查。调查结果显示:(1)化学骨干教师与化学师范生的批判性思维倾向整体处于中等水平,批判性思维技能水平较低;(2)化学骨干教师与化学师范生批判性思维倾向不存在显著性差异,两者在批判性思维倾向的七个维度上均不存在显著性差异;(3)化学骨干教师与化学师范生批判性思维技能得分存在显著性差异,化学师范生的批判性思维技能测试得分的均数显著性高于化学骨干教师。三个维度考察结果显示出两者的批判性思维技能在分析维度上具有显著性差异,说明化学师范生在分析性测试得分的均数显著性高于化学教师,在评价和推论两维度两者得分均无显著性差异。2.在理论探讨和文献研究的基础上,通过探究性化学实验对师范生批判性思维的培养进行实践研究。CCTDI和CCTST前后测结果显示:(1)实行探究性化学实验前后师范生批判性思维倾向不存在显著性差异,其中分析性维度得分实验前后具有显著性差异,说明探究性化学实验对师范生的分析性有一定的促进作用,其他六个维度寻求真理性、思想开放性、系统性、自信性、好询问性和成熟性得分不存在显著性差异;(2)实行探究性化学实验前后师范生批判性思维技能之间存在显著性差异,说明探究性化学实验对师范生批判性思维技能的培养有帮助作用。其中分析和评价能力得分实验前后差异性较显著,推论能力得分不存在显著性差异。说明探究性化学实验对师范生的分析和评价能力有一定的促进作用。所作的创新工作主要有:1.对职前与职后化学教师批判性思维现状进行了调查分析;2.研究了探究性化学实验对化学师范生批判性思维发展的影响。更多还原

【Abstract】 Teachers’ critical thinking development is a prerequisite for students. We should pay attention to teacher’s cultivate at first for the new curriculum reform. The pre-service chemistry teachers are the future teacher of chemistry, how to promote their critical thinking ability effectively and increase their understanding of critical thinking, is an urgent problem to be solved in chemistry teachers education research. So we need to conduct the research to the critical thinking development of pre-service chemistry teachers. At present the research of critical thinking in China is in the general understanding stage, there are almost no researches to teachers’ critical thinking development. To cultivate the teachers’ critical thinking well, is need to understand the teachers’ critical thinking situation at present, and seeks the effective raise way.Cultivating critical thinking in senior high school chemistry teaching is studied by literature, questionnaire investigation and control experiment. This research uses the ways of literature, questionnaire investigation and control experiment, we investigated the situation level of pre-service and in-service chemistry teachers’ critical thinking development at first; and then focus on the effect of chemical inquiry experiments to pre-service teachers’ critical thinking development. The main research and conclusion are as follows:1. We take the chemistry in-service teachers in Shaanxi province and pre-service teachers in Shaanxi normal university as the test object, using CCTDI and CCTST have carried on the investigation to the in-service and pre-service chemistry teachers’ critical thinking situation. The survey result shows that: (1) The chemistry teachers’ CCTDI score is at middle level, the CCTST level is very low; (2) There are no significant differences between the in-service and pre-service teachers’ CCTDI scores. Both do not have the significant difference in the CCTDI seven subscales;(3) There are significant differences between the in-service and pre-service teachers’ CCTST scores, pre-service chemistry teachers’ CCTST test score’s mean value significance is higher than the in-service chemistry teachers. Three subscales inspection result shows that there are significant differences in analysis dimension between in-service and pre-service chemistry teachers, it could explained that pre-service chemistry teachers in the analysis ability test score mean value significance is higher than in-service chemistry teacher. There are no significant differences in inference and evaluation dimension between in-service and pre-service chemistry teachers.2. On the base of theory discussion and literature study, we used inquiry chemical experiments to cultivate pre-service chemistry teachers’ critical thinking. Pre and post tests result of critical thinking shows that: (1) The CCTDI pre and post scores of the pre-service teachers in chemical inquiry experiments training is no significant differences, but there are significant differences in analyticity dimension between pre and post tests, it could explained that the inquiry chemical experiment has certain promoter action to the pre-service teachers’ analyticity. Other six subscales’ score do not have the significance difference; (2) The CCTST pre and post scores of the pre-service teachers in chemical inquiry experiments training have significant differences, it shows that the inquiry chemical experiment has certain promoter action to the pre-service teachers’ critical thinking skills. There are significant differences in analysis and evaluation dimensions between pre and post tests, the inference skill do not have the significance difference. The inquiry chemical experiment has certain promoter action to the pre-service teachers’ analysis and evaluation skills. The innovative works include:1. Investigated and analyzed the situation level of pre-service and in-service chemistry teachers’ critical thinking development.2. Studied the influence of inquiry chemical experiment to pre-service teachers’ critical thinking development.更多还原