摘要
运用元分析法对国内（2002-2016年）中小学教师科学素养调查研究进行探讨,共有36项研究满足元分析标准（N=10 182）。元分析结果表明：（1）中小学教师科学素养的达标率为64.90%,高于学生的科学素养水平（48.61%）;（2）调节效应分析发现,中学教师的科学素养水平普遍高于小学教师,东部沿海地区教师的科学素养水平优于中西部地区;（3）从总体来看,过去十余年间,我国中小学教师科学素养水平逐渐提升;（4）从分维度来看,科学知识、STS（科学、技术与社会）等方面的素养有显著增长,但科学本质观有显著下滑,这一现象值得关注。
The method of meta-analysis is used to analyze teachers＇ scientific literacy in primary and secondary school from 2002 to 2016. Thirty-six cases that met the requirements of meta-analysis were selected with a total sample size of 10182 participants. The results are as follows. First,teachers that meet a ＂ minimal standard＂ of scientific literacy are 64.9%,higher than students（ 48.61%）. Second,teachers in secondary school are significantly better thanthose inprimary school. Science teachers in the primary schools are relatively better than teachers of other subjects and teachers in the eastern and coastal areas are better than those in central or western China. Third,teachers＇ scientific literacy have been increasingly better in the past 10 years,and from the perspectiveof different dimensions,science knowledge,STS（ Science Technology and Society） increase significantly but a downturn is seen in NOS.
出处
《教师教育学报》
2017年第5期16-25,共10页
Journal of Teacher Education
基金
北京师范大学中国基础教育质量监测协同创新中心研究生自主课题资助(SXSP-2016A2-15001),项目负责人:首新
江苏省高校哲学社会科学研究一般项目“基于双导师制的卓越小学教师培养模式探究”(2014SJB262),项目负责人:郑洁
关键词
科学素养
科学教师
中小学
科学本质观
教师
问卷调查
元分析
scientific literacy
science teachers
primary and secondary school
vews of scientific nectwe
teachers
questionaire survey
meta-analysis
