PCK视域下高中化学教师“学生知识”的调查研究与分析

发布时间：2019-02-23 23:53

【摘要】：伴随着新课程改革的浪潮,教师亟待提高自身的专业素养,更新教学理念。新课改一改过去强调教师的主导地位,进而凸显学生的主体地位。在实际教学中,常以学生的需要为出发点设计教学,对学生给与更多的关注。那么在化学学科特定主题内容的教学中,教师应关注学生哪些方面的需求?教师“学生知识”的现状如何?影响“学生知识”形成与发展有哪些因素?迄今为止对这些问题的研究可谓是凤毛麟角。本研究以化学必修一“氧化还原反应”内容为载体设置调查问卷,对湖北、重庆、四川、安徽四个省市的部分高中化学教师“学生知识”的现状进行调查与分析,了解当前高中化学教师“学生知识”的现状以及存在的问题,并针对问题提出相关的建议。此外通过查阅文献资料,再结合一线教师、专家的帮助以及自身的经验归纳出影响“学生知识”形成与发展的因素,并设置相关题目进行考察。论文由五个章构成：第1章绪论为研究背景。第2章为文献综述,阐述了PCK的研究现状、PCK的概念与结构以及PCK对教师专业发展的价值；重点阐述了PCK视域下的“学生知识”的研究现状、“学生知识”的内涵、外延、特点以及影响“学生知识”形成与发展的因素。第3章研究设计包括研究目的、意义、研究思路、方法、研究对象以及研究工具。第4章是对调查结果的分析,为论文的主体部分。对“学生知识”现状主要从性别、教龄、学历、学校、专业、年级六个方面进行分析。对调查结果采用独立样本T检验法、单因素方差法以及一元线性回归分析法进行分析,分析结果表明教师性别、教龄、学历三因素对“学生知识”有显著影响。学习基础、学习过程、学习结果各维度对“学生知识”有不同程度的影响。对影响“学生知识”形成与发展因素主要围绕作用程度较大的学生因素和教师个人因素两方面进行分析。此外还分析了教师对自身“学生知识”的满意程度以及提出的建议。第5章是为结论与建议,对PCK视域下高中化学教师“学生知识”现状及其影响因素进行总结,并针对存在的问题提出有效的建议,以便提高、完善教师“学生知识”水平。
[Abstract]:With the tide of new curriculum reform, teachers need to improve their professional quality and renew their teaching ideas. The new curriculum reform emphasizes the dominant position of teachers and highlights the main position of students. In practical teaching, students' needs are often taken as the starting point to design teaching and pay more attention to students. So what aspects should teachers pay attention to in the teaching of specific subjects in chemistry? What is the status quo of teachers'"students' knowledge"? What factors affect the formation and development of "student knowledge"? So far, the study of these problems is rare. In this study, a questionnaire was set up with the content of "redox reaction", which is a required subject of chemistry, to investigate and analyze the present situation of "students' knowledge" of some senior high school chemistry teachers in Hubei, Chongqing, Sichuan and Anhui provinces and cities. To understand the current situation and existing problems of students' knowledge in senior high school chemistry teachers, and to put forward some relevant suggestions. In addition, through consulting literature, combining with the help of teachers, experts and their own experience, this paper concludes the factors that affect the formation and development of "students' knowledge", and sets up related topics to investigate. The thesis consists of five chapters: the first chapter is the introduction. Chapter 2 is a literature review, which describes the current research situation of PCK, the concept and structure of PCK and the value of PCK to the professional development of teachers. The present situation of "student knowledge", the connotation, extension, characteristics of "student knowledge" and the factors influencing the formation and development of "student knowledge" from the perspective of PCK are expounded in this paper. Chapter 3 includes the research purpose, significance, research ideas, methods, research objects and research tools. Chapter 4 is the analysis of the investigation results, which is the main part of the thesis. The present situation of "student knowledge" is analyzed from six aspects: gender, teaching age, educational background, school, specialty and grade. The results were analyzed by independent sample T test method, single factor variance method and single linear regression analysis. The results showed that teachers' gender, teaching age and educational background had significant influence on "students' knowledge". Learning basis, learning process and learning result have different influences on students' knowledge. The factors influencing the formation and development of "students' knowledge" are mainly analyzed from two aspects: the students' factors and the teachers' personal factors. In addition, the degree of teachers' satisfaction with their students' knowledge and their suggestions are also analyzed. The fifth chapter is for the conclusion and the suggestion, carries on the summary to the senior high school chemistry teacher "student knowledge" the present situation and the influence factor under the PCK vision, and puts forward the effective suggestion according to the existence question, in order to raise, consummates the teacher "the student knowledge" the level.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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