职前物理教师论证能力的调查与分析
发布时间：2019-06-20 07:58
【摘要】：物理课程标准提出,物理课程的总目标是提高全体学生的科学素养。学生的论证能力可视为科学素养的关键能力之一。而科学教师是论证式教学活动设计与实施能否成功的关键因素,科学教师的论证能力直接影响论证活动的开展。因此,本研究聚焦职前物理教师的论证能力,为物理教师开展论证式教学提供参考与借鉴,以此促进学生对科学观念和概念的理解,发展学生的论证能力。本研究主要以科学读写模式调查职前物理教师的论证能力,研究参与者为南京师范大学大三的49名师范专业学生以及大一刚进校的69名师范专业学生,围绕科研经费以及煤矿开采两个社会性科学议题,采用书面论证模式,结合图尔敏论证模型,设计书面论证写作单。研究过程中将学生填写的论证式科学写作单内容进行定性和定量的分析和比较,从理由的正确性、反驳的面向、组成元素的完整和论点数目的多寡四个方面评价学生的论证能力。调查结论为:第一,职前物理教师的论证能力在理由的正确性及论点数目的多寡两项中的得分高于大学新生,但只有论点数目的多寡一项的结论具有显著性差异,而理由的正确性一项的结论不具统计意义。第二,职前物理教师的论证能力在反驳的面向及组成元素的完整性这两项中与大学新生的得分没有差异,表示物理师范高年级学生没有较好地发展自身的论证能力。第三,职前物理教师的论证能力在性别差异方面不明显,结果不具统计意义。从调查结论中发现,需要针对职前教师进行论证式教学的专门训练,加强论证式教学的设计与实施意识,提高职前教师论证能力,才能促进职前教师在今后的中学教学中更好地使用论证式教学,提高中学生的论证能力,为培养他们的科学素养发挥更大的作用。
[Abstract]:The physical curriculum standard puts forward that the overall goal of the physical course is to improve the scientific literacy of all the students. The ability of the students to demonstrate can be regarded as one of the key abilities of scientific literacy. The scientific teacher is the key factor to demonstrate the success of the design and implementation of the teaching activity, and the demonstration ability of the scientific teacher directly influences the development of the demonstration activity. Therefore, this study focuses on the ability of the pre-service physical teacher to provide reference and reference for the physical teacher's demonstration teaching, so as to promote the students' understanding of the scientific concept and the concept and develop the demonstration ability of the students. This study mainly uses the scientific read-write mode to investigate the demonstration ability of the pre-service physical teacher, and the study participants are the 49 normal students of the University of Nanjing Normal University and the 69 normal professional students of the first new school, surrounding the scientific research and mining two social science subjects in the coal mine. In this paper, a written demonstration model is used to design a written proof writing form in combination with the Tulmin demonstration model. In the course of the study, the student's reasoning ability is evaluated by the qualitative and quantitative analysis and comparison of the content of the demonstration-type scientific writing in the course of the study, from the correctness of the reason, the facing of the rebuttal, the complete and the number of arguments of the constituent elements. The conclusion of the survey is that the scores of the first and the pre-service physical teachers are higher than those in the university, but only one of the number of arguments has a significant difference, and the conclusion of the correctness of the argument is not statistically significant. Secondly, the demonstration ability of the pre-service physical teacher has no difference with the college freshmen's scores in the rebuttal orientation and the integrity of the constituent elements, which means that the physical teacher's higher-grade students do not have a better development of their own demonstration ability. Third, the demonstration ability of the pre-service physical teacher is not obvious in the aspect of gender difference, and the result is not statistically significant. From the conclusion of the investigation, it is found that it is necessary to carry out the special training of the demonstration teaching for the pre-service teacher, strengthen the design and implementation consciousness of the demonstration teaching, and improve the demonstration ability of the pre-service teacher, so that the pre-service teacher can better use the demonstration teaching in the future middle school teaching, To improve the demonstration ability of middle school students and to play a more important role in the cultivation of their scientific literacy.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7
本文编号：2503060
[Abstract]:The physical curriculum standard puts forward that the overall goal of the physical course is to improve the scientific literacy of all the students. The ability of the students to demonstrate can be regarded as one of the key abilities of scientific literacy. The scientific teacher is the key factor to demonstrate the success of the design and implementation of the teaching activity, and the demonstration ability of the scientific teacher directly influences the development of the demonstration activity. Therefore, this study focuses on the ability of the pre-service physical teacher to provide reference and reference for the physical teacher's demonstration teaching, so as to promote the students' understanding of the scientific concept and the concept and develop the demonstration ability of the students. This study mainly uses the scientific read-write mode to investigate the demonstration ability of the pre-service physical teacher, and the study participants are the 49 normal students of the University of Nanjing Normal University and the 69 normal professional students of the first new school, surrounding the scientific research and mining two social science subjects in the coal mine. In this paper, a written demonstration model is used to design a written proof writing form in combination with the Tulmin demonstration model. In the course of the study, the student's reasoning ability is evaluated by the qualitative and quantitative analysis and comparison of the content of the demonstration-type scientific writing in the course of the study, from the correctness of the reason, the facing of the rebuttal, the complete and the number of arguments of the constituent elements. The conclusion of the survey is that the scores of the first and the pre-service physical teachers are higher than those in the university, but only one of the number of arguments has a significant difference, and the conclusion of the correctness of the argument is not statistically significant. Secondly, the demonstration ability of the pre-service physical teacher has no difference with the college freshmen's scores in the rebuttal orientation and the integrity of the constituent elements, which means that the physical teacher's higher-grade students do not have a better development of their own demonstration ability. Third, the demonstration ability of the pre-service physical teacher is not obvious in the aspect of gender difference, and the result is not statistically significant. From the conclusion of the investigation, it is found that it is necessary to carry out the special training of the demonstration teaching for the pre-service teacher, strengthen the design and implementation consciousness of the demonstration teaching, and improve the demonstration ability of the pre-service teacher, so that the pre-service teacher can better use the demonstration teaching in the future middle school teaching, To improve the demonstration ability of middle school students and to play a more important role in the cultivation of their scientific literacy.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7
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