化学职前教师学科教学知识现状调查研究

发布时间：2018-05-26 14:52

本文选题：化学职前教师 + 化学学科教学知识　；参考：《安徽师范大学》2017年硕士论文

【摘要】：学科教学知识(Pedagogical Content Knowledge,简称PCK),最早由斯坦福大学教授舒尔曼提出,希望在教师资格认证的过程中能够重视学科教学知识,提高教师的选拔标准和专业水平,并得到了大家的广泛认同。在我国随着新课改的浪潮,教师专业水平面临更高的要求,PCK是教师专业的核心知识,随之引起了国内学者的广泛研究。本课题是以高等院校化学师范生为主要研究对象,根据PCK的结构和组成要素编制了调查问卷,选取“氧化还原反应”为教学内容的主题,采用课堂实录,访谈的方法,对化学职前教师的学科教学知识掌握情况和影响因素分析研究,从而加深对化学职前教师PCK现状的了解,为高校化学师范生的培养和化学师范生自我的培养提出相关建议,促进化学职前教师PCK更好的发展。本论文共分为五章:第1章为绪论。主要阐述了研究的背景、研究目的和意义,研究方法和设计思路。第2章为文献综述。通过有关文献的查阅,对学科教学知识的国内外研究现状进行了梳理,为后续的研究做理论基础。第3章为化学职前教师PCK现状的调查研究。先用SPSS统计软件对调查问卷数据进行描述统计和独立样本T检验分析,再通过课堂实录,对两位化学职前教师和一位经验型教师特定情境下的教学法知识对比分析,了解化学职前教师PCK的掌握情况。第4章为影响化学职前教师学科教学知识原因的探讨。通过对化学职前教师个人信息问卷的统计分析和对7名教师(5名职前教师、2名经验型教师)的访谈,分析化学职前教师PCK发展的影响因素。第5章为研究结论和建议。针对职前教师PCK中存在的问题,提出发展PCK的合理建议,并在最后反思研究的不足,对以后的研究提出一些相关建议。
[Abstract]:Pedagogical Content knowledge, first put forward by Professor Schulman of Stanford University, hopes to attach importance to the subject teaching knowledge in the process of teacher qualification certification, and to improve the selection standard and professional level of teachers. And has been widely recognized by everyone. With the tide of new curriculum reform in our country, teachers' professional level is facing higher requirements. PCK is the core knowledge of teachers' specialty, which has caused extensive research by domestic scholars. Based on the structure and constituent elements of PCK, the questionnaire is compiled in this paper, and "redox reaction" is chosen as the subject of teaching content, and the method of classroom record and interview is adopted. This paper analyzes and studies the mastering of chemistry pre-service teachers' subject teaching knowledge and its influencing factors, so as to deepen the understanding of the present situation of chemistry teachers' PCK, and put forward some relevant suggestions for the cultivation of chemistry teachers' students in colleges and universities and the self-cultivation of chemistry teachers' students. To promote the development of PCK for pre-service chemistry teachers. This thesis is divided into five chapters: chapter 1 is an introduction. The background, purpose and significance of the research, research methods and design ideas are described. Chapter 2 is a literature review. Through the reference of relevant literature, this paper combs the present research situation of the subject teaching knowledge at home and abroad, and makes the theoretical foundation for the follow-up research. The third chapter is the investigation and research on the current situation of chemistry pre-service teachers PCK. First, the questionnaire data were described by SPSS and analyzed by independent sample T-test. Then, through classroom record, the teaching method knowledge of two chemistry pre-service teachers and one experiential teacher were compared and analyzed. Understand the PCK knowledge of pre-service chemistry teachers. Chapter 4 discusses the reasons that affect the teaching knowledge of chemistry pre-service teachers. Based on the statistical analysis of personal information questionnaire of chemistry pre-service teachers and the interview with 7 teachers and 5 former teachers, this paper analyzes the influencing factors of the development of chemistry pre-service teachers' PCK. Chapter 5 is the conclusion and suggestion of the research. In view of the problems existing in pre-service teachers' PCK, this paper puts forward some reasonable suggestions for the development of PCK, and at last reflects on the shortcomings of the research, and puts forward some relevant suggestions for the future research.
【学位授予单位】：安徽师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G652;G633.8

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