摘要
主要使用李克特式量表问卷测查了256名中学化学教师的模型认识与模型教学观的结构与水平,并使用结构方程模型进一步探查化学模型认识与模型教学观的关系。结果表明:(1)化学教师对化学模型的描述与解释功能以及模型的暂定性具有较好的认识,但对模型预测功能认识不足;(2)化学教师在模型教学中倾向于使用模型描述、解释或预测化学现象,并且较认可以学生为中心的模型教学,但缺乏对模型暂定性的反思;(3)化学教师的模型认识基本上可预测其模型教学观,如关于模型功能的认识能显著预测其模型教学观。文末据此为我国化学教师培训及其研究提出相关建议。
This study examined the perception of chemical model and model-based teaching held by 256middle school chemistry teachers through Likert-type scale questionnaires.The relationships between teachers’perception of chemical model and their beliefs about model-based teaching were investigated by the structural equation model.Results indicated that:(1)Chemistry teachers demonstrated a fairly good understanding of the descriptive and explanatory functions and the tentative nature of chemical models;(2)Chemistry teachers tended to use models to describe,explain,or predict chemical phenomena in their students-centered class,but lacked reflection on the tentative nature of models;(3)Chemistry teachers’beliefs about model-based teaching could be predicted by their perception of chemical model.Implications for chemistry teacher education and research are also discussed.
作者
邓峰
储独俊
董娟
李培桐
DENG Feng;CHU Du-Jun;DONG Juan;LI Pei-Tong(School of Chemistry and Environment,South China Normal University,Guangzhou 510006,China;Shenzhen Senior High School,Shenzhen 518040,China)
出处
《化学教育（中英文）》
CAS
北大核心
2021年第5期66-71,共6页
Chinese Journal of Chemical Education
基金
广东省2018年高等教育教学改革项目
华南师范大学2017年校级质量工程建设项目
华南师范大学2019年课程思政教改项目
华南师范大学人文社科青年培育基金项目教育(16SK18)。
关键词
模型本质
模型教学
化学核心素养
nature of model
model-based teaching
chemistry core literacy
