【作者】 刘莹；

【导师】 邓阳；

【作者基本信息】 华中师范大学 ， 学科教学（化学）， 2021， 硕士

【摘要】 认识论关注个体如何构建与评价知识,在教学实践中具有重要的指导作用。关于认识论的研究不在少数,然而相关研究关注在一般学校领域下学生外显的认识论水平,忽略了认识论的社会特征与内在的变化机制。本研究将落脚点分别放在密切联系个体认识论的互动话语以及能够引发个体认识论变化的结构不良科学问题上,从认识论资源视角关注个体互动时的社会环境,以期探求认识论发展与变化的内在机制。本研究的目的在于构建认识论的分析工具,并以此工具探查影响认识论变化的社会环境因素,以及在不同话语途径下化学职前教师认识论的特征差异。本研究采取质性个案研究法,首先对结构不良科学问题、认识论资源等核心概念进行界定;然后选取了 2个用于讨论的结构不良科学问题,设计了 7条话语途径;最后以某高师院校的28名化学职前教师为研究对象开展研究,集中解决以下三个问题:(1)面对结构不良科学问题时,化学职前教师持有怎样的认识论?(2)在不同互动话语途径下,化学职前教师的认识论如何变化?(3)社会环境因素如何影响化学职前教师的认识论?研究结果表明,认识论资源框架能够有效捕捉到个体的认识论特征。一方面,认识论由更细粒度的认识论资源构成,这些认识论资源受专家争议、同行争议、多渠道争议、言语规范、专家提问、权威解释缺失、证据不充分、对立观点、背离经验等环境因素和怀疑、困惑等资源刺激而激活;不同的认识论资源可以相互组合调用,在不同环境中组合方式发生变化进而使个体外显的认识论发生变化。另一方面,7种互动话语途径下化学职前教师的认识论特征有较大差异。群体间存在认识论资源的传递,传递特征与话语途径特征相匹配,但是该传递也会受话语回应时机、小组从众氛围与话语附和现象等因素干扰而消失。论文的第一章为问题的提出,主要讨论研究缘起,明确研究问题和研究思路。第二章为文献综述,根据已有文献梳理认识论发展与变化的模型,讨论现有认识论理论的不足之处以及认识论的研究趋势。第三章为研究的设计,主要包括确定研究对象,选取结构不良科学问题,设计7条话语途径,设计活动流程,收集、编码与分析实证研究的数据。第四章为研究的结果一,通过对实证研究数据中的话语片段进行编码,得到了化学职前教师在面对结构不良科学问题时调用的22种认识论资源,并以此为框架梳理了影响个体认识论的环境因素与认识论资源的特征。第五章为研究的结果二,以22种资源为分析框架,总结了 7种话语途径下的认识论特征差异及产生差异的原因。第六章为研究的结论与启示,通过对理论研究与实证研究进行梳理得到结论,然后反思研究的不足并以此为基础提出研究展望。更多还原

【Abstract】 Epistemology focuses on how individuals construct and evaluate knowledge and guides teaching practice effectively.There are a lot of researches on epistemology.But most of them only focused on the epistemological stage of students in the general school situations,and ignored the its social characteristics and internal mechanism of epistemological change.This research focuses on three aspects in order to explore the internal mechanism of the epistemological development and change.They are interactive discourse related to individual epistemology closely,the ill-structured scientific problems that can trigger epistemological changes,and the social context.The purposes are to construct an analysis tool of epistemology,as well as to explore the social contextual factors that affect the epistemological change and the epistemological characteristics under different discourse modalities with the analysis tool.The research is a qualitative multiple-case study.First,defined the core concepts such as the ill-structured scientific problems and epistemological resources.Then,selected two ill-structured scientific problems and designed seven discourse modalities.Finally,carried out the empirical research with twenty-eight chemical normal university student.The research questions are as follows:(1)What is the epistemological form of chemical normal university students when they discussing the ill-structured scientific problems?(2)How does the epistemology of chemical normal university students change in different interactive discourse modalities?(3)How does social contextual factors affect the epistemology of chemical normal university students?The research results show that the epistemological resources can capture epistemological characteristics effectively.On the one hand,epistemology is composed of more fine-grained epistemological resources,which are activated by contextual factors and other resources.Contextual factors include expert disputes,peer disputes,multi-channel disputes,discourse norms,expert questions,lack of authoritative interpretation,insufficient evidence,opposing views,and deviation from experience.Other resources include doubt and confusion.In addition,different epistemological resources can be combined and invoked with each other.The combination mode changes in different context,which changes the individual epistemology.On the other hand,the epistemological characteristics of chemical normal university students are quite different under seven interactive discourse modalities.There are transmissions of epistemological resources between groups,which match the characteristics of the discourse modalities.However,the transmission is also disturbed by some factors such as the timing of response,the atmosphere of group obedience,and the phenomenon of utterance echoing.The first chapter of the paper is "Introduction",which mainly discusses origin of the research,clarifies the research problems and research trajectory.The second chapter is"Literature Review",which sorts the models of epistemological development and change,discusses the shortcomings and the research trend of the existing epistemology theories.The third chapter is "Methods",which includes determining research objects,selecting ill-structured scientific problems,designing seven discourse modalities and activity processes,as well as collecting,coding and analyzing data from empirical research.The fourth chapter and the fifth chapter are "Results".The fourth chapter shows twenty-two epistemological resources of chemical normal university students about ill-structured scientific problems.Based on the "twenty,two resources",this chapter also sorts out the contextual factors affecting individual epistemology and the characteristics of epistemological resources.The fifth chapter summarizes the epistemological differences and the reasons for the differences under the seven discourse modalities.The sixth chapter is "Conclusion and Enlightenment",which obtains conclusion by combing the theoretical research and empirical research,reflects on the deficiencies of the research,and puts forward research prospects based on reflections.更多还原