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作 者:邓峰[1] 段训起 钱扬义[1] 石光[1] 董娟 DENG Feng;DUAN Xun-Qi;QIAN Yang-Yi;SHI Guang;DONG Juan(School of Chemistry,South China Normal University,Guangzhou 510006,China;Sun Yat sen Memorial Sccondary School,Zhongshan 528454,China;Guang Zhou No.41 Middle School,Guangzhou 510250,China)
机构地区:[1]华南师范大学化学学院,广东广州510006 [2]中山市中山纪念中学,广东中山528454 [3]广州市第四十一中学,广东广州510250
出 处:《化学教育(中英文)》2020年第17期72-78,共7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;“国培计划(2018)”示范性项目(化学);华南师范大学2019年课程思政教改项目。
摘 要:使用本土化的教学内容表征(CoRe)工具调查了46名接受"国培计划"的中学化学骨干教师关于"析氢腐蚀和吸氧腐蚀"主题的PCK,结果表明:(1)骨干教师的PCK包含5个相互联系的组分,其中课程知识、学生知识以及策略知识均较为丰富。骨干教师能有针对性地选取化学学科专属的教学策略;(2)在教学取向方面,骨干教师在教学中发展与评价学生化学基本观念与学科核心素养的意识有待加强,引导学生自主建构学习的落实程度有待提高;(3)在评价知识方面,评价方式较为多元,但骨干教师对于形成性评价的重视程度不够。文末据此对我国化学教师教育以及化学PCK研究提出相关建议。The PCK of "hydrogen corrosion and oxygen corrosion" of 46 high school elite chemistry teachers who participated in the "national training program" was investigated by using the localized content representation tool. The results showed that:(1) The PCK of elite teachers consisted of five interrelated components. Among them, knowledge of curriculum, knowledge of learners and knowledge of instructional strategies were relatively rich. Elite chemistry teachers could select subject-specific strategies for chemistry teaching;(2) Regarding orientation toward science teaching, elite chemistry teachers’ awareness of developing and evaluating students’ fundamental beliefs about chemistry and the core literacy in the classroom needed to be strengthened, and the degree of implementation of guiding students’ constructive learning needed to be improved;(3) As to knowledge of assessment, various approaches of assessment were suggested, whereas the formative assessment was not stressed by the teachers. Subsequently, suggestions for the chemistry teacher education in China and chemistry PCK research were provided.
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