【作者】 张慧敏；

【导师】 唐劲军；

【作者基本信息】 广西师范大学 ， 课程与教学论， 2022， 硕士

【摘要】 新课程改革对教师提出了更高的专业要求,教师专业发展的核心之一是提升PCK水平。教学策略知识作为教师PCK的重要组成部分,直接影响着教师的PCK水平,决定着教师的专业化发展程度。职前化学教师是未来化学教育事业发展中的主力军,决定着我国未来化学教育事业发展的质量,其教学策略知识对其专业能力的形成具有重要作用。因此,对职前化学教师教学策略知识的研究具有重要意义。通过文献梳理及分析,确定了教学策略知识的一级维度和二级维度,参考已有研究,依据二级维度编制了调查问卷及教学文本分析工具,并设置了访谈提纲,利用编制的工具分别对广西师范大学大三、大四化学教育专业师范生的教学策略知识开展调查研究,利用Microsoft Excel电子表格软件、SPSS统计学软件进行数据处理分析。综合研究得出以下结论:职前化学教师教学策略知识发展不均衡,言语表征知识和媒体表征知识水平较好,其它维度的教学策略知识掌握偏弱;整体教学策略知识及教学策略的应用知识在年级、性别方面均存在显著性差异;言语表征知识在性别之间存在显著性差异,媒体表征知识在年级之间存在显著性差异;各维度教学策略知识均存在较多不足之处;观看优质课视频、听有经验教师的课、学校开设的教育教学类课程及参加教育实习是影响职前化学教师教学策略知识的最重要因素。基于研究结论,从学校培养和职前教师自主发展两方面提出了教学策略知识培养建议。学校方面:完善课程设置,加强理论指导;构建学习共同体,提升教学表征能力;关注影响因素,有效指导发展。职前教师自主发展方面:深入分析不同化学主题的内容特点;充实自身关于教学策略知识的“资源库”;增强自身教学策略知识的反思意识。本研究的创新点是分别从定性和定量的角度分析了职前化学教师的教学策略知识发展现状及其影响因素,并根据研究结果提出了教学策略知识发展建议。由于时间及自身的研究能力有限,本研究还存在样本量较小,案例分析不够全面等不足,期望日后可在此基础上进一步深入研究,为职前化学教师的教学策略知识培养和专业化发展提供参考。更多还原

【Abstract】 The new curriculum reform puts forward higher professional requirements for teachers,and one of the cores of teachers’ professional development is to improve the level of the Pedagogical Content Knowledge(PCK).As an important part of teachers’ PCK,the Knowledge of Instructional Strategy(Ko IS)directly affects teachers’ PCK level and determines the degree of teachers’ professional development.Pre-service chemistry teachers are the main force in the future development of chemistry education,which determines the quality of the future development of chemistry education in China.Their Ko IS plays an important role in the formation of their professional ability.Therefore,it is of great significance to study the Ko IS of pre-service chemistry teachers.Through literature review and analysis,the first and second dimensions of the Ko IS are determined.Referring to the existing research,the questionnaire and teaching text analysis tools are compiled according to the secondary dimension,and the interview outline is set.Using the compiled tools,the Ko IS of chemistry education majors in junior and senior students of Guangxi Normal University was investigated.Microsoft Excel spreadsheet software and SPSS statistical software were used for data processing and analysis.The comprehensive research draws the following conclusions:The development of pre-service chemistry teachers’ Ko IS is uneven,the speech representation knowledge and media representation knowledge is better,while the Ko IS in other dimensions is poor;There are significant differences between the overall Ko IS and the applied knowledge of teaching strategies in grade and gender;There are significant differences in speech representation knowledge between genders and media representation knowledge between grades;There are many deficiencies in each dimension of the Ko IS;Watching videos of high-quality courses,listening to the lessons of experienced teachers,educational courses offered by schools and participating in educational practice are the most important factors that affect the Ko IS of pre-service chemistry teachers.Based on the research conclusion,this paper puts forward some suggestions on the cultivation of the Ko IS from two aspects: school training and pre-service teachers’ independent development.School training aspect: improve the curriculum and strengthen theoretical guidance;Build a learning community and improve the ability of teaching representation;Pay attention to influencing factors and effectively guide development.Pre-service teachers’ independent development aspect: In-depth analysis of the content characteristics of different chemical topics;Enrich their own "resource base" of the Ko IS;Enhance the reflective consciousness of their own Ko IS.The innovation of this study is to analyze the present situation and influencing factors of pre-service chemistry teachers’ Ko IS from qualitative and quantitative perspectives,and put forward some suggestions for the development of the Ko IS according to the research results.Due to the limited time and research ability,there are still some shortcomings in this study,such as small samples and incomplete case analysis.It is hoped that further in-depth research can be made on this basis in the future,which will provide a reference for pre-service chemistry teachers’ knowledge training and professional development of teaching strategies.更多还原