摘要
职前教师科学推理能力培养是全球科学教育改革的关键目标。通过科学推理测试、问卷调查收集职前物理教师数据,经文献综述构建科学推理综合评价框架,再借路径分析探讨能力形成的潜在机制。结果显示,职前物理教师整体科学推理能力有待提升,解释数据与得出结论能力尤为薄弱;机制方面,教师教学方式通过激发学习行为、塑造学习品质间接促进推理能力发展,而学习品质是行为与能力间的关键中介。高校应重视科学推理能力的系统性培养,以引导性教学激发学习行为,优化教学评价促进品质升格,转变课程思路嵌入深度加工机制,助力学生从行为参与到认知建构的跃迁。
The cultivation of pre-service teachers’scientific reasoning ability is a key goal of global science education reform.This study collected data from pre-service physics teachers through a scientific reasoning test and questionnaire survey.Based on a literature review,a comprehensive evaluation framework for scientific reasoning was constructed,and path analysis was employed to explore the potential mechanisms underlying ability formation.The results show that the overall scientific reasoning ability of pre-service physics teachers needs improvement,with particular weaknesses in data interpretation and drawing conclusions.Mechanistically,teachers’instructional approaches indirectly promote the development of reasoning ability by stimulating learning behaviors and shaping learning quality,with learning quality serving as a crucial mediator between behavior and ability.Universities should emphasize the systematic cultivation of scientific reasoning by using guided instruction to stimulate learning behaviors,optimizing assessment to enhance learning quality,and embedding deep processing mechanisms into course design to help students transition from behavioral engagement to cognitive construction.
作者
王晶莹
郭建军
欧阳袁媛
蔡天悦
高守宝
WANG Jingying;GUO Jianjun;OUYANG Yuanyuan;CAI Tianyue;GAO Shoubao(Faculty of Education,Beijing Normal University,Beijing 100875,China;School of Physics and Electronics,Shandong Normal University,Jinan,Shandong 250014,China)
出处
《教学研究》
2025年第6期11-19,共9页
Research in Teaching
基金
教育部基教司2025年科学教育监测项目(00305-311800013)。
