学科核心素养视域下教师使用课程材料的研究——以高中化学教师为例  

Research into Teachers’Use of Curriculum Materials from the Perspective of Discipline Core Literacy--A Case Study of Senior High School Chemistry Teachers

作　　者：陈博 戴光宏 白涛 梁秋婵 CHEN Bo;DAI Guanghong;BAI Tao;LIANG Qiuchan(School of Chemistry and Chemical Engineering, Nantong University, Nantong Jiangsu,226019;Guangzhou Institute of Educational Research, Guangzhou Guangdong,510030;Nanchong Education Scientific Research Institute, Nanchong Jiangsu,637100;School of Chemistry and Chemical Engineering, Guangzhou University, Guangzhou Guangdong,510006)

机构地区：[1]南通大学化学化工学院,江苏南通226019 [2]广州市教育研究院,广东广州510030 [3]南充市教育科学研究所,四川南充637100 [4]广州大学化学化工学院,广东广州510006

出　　处：《现代基础教育研究》2020年第3期71-78,共8页Research on Modern Basic Education

基　　金：全国教育科学“十三五”规划2016年度教育部青年课题“中学理科教师使用课程材料的研究”(课题批准号:EHA160438)的成果。

摘　　要：基于教师与课程材料互动关系模型,以及化学学科核心素养视角,提出研究化学教师使用课程材料的基本框架,包含“常规使用”“宏微结合”“教师学习”等七个维度,并编制了一份具有良好效度和信度的量表。通过对四个经济发展水平不同的城市共642名高中化学教师进行问卷调查,发现教师整体表现出较好的课程材料使用形态,但未处于很高水平,“宏微结合”“变化平衡”“社会责任”三个维度的得分显著高于其他四个维度。不同地区的教师在各维度均不存在显著差异,不同学校类型的教师在“宏微结合”“变化平衡”“证据模型”“科学探究”维度存在显著差异,不同职称的教师在所有维度都存在显著差异。根据研究发现,从师资培训活动、课程材料编写、教师专业研修等方面提出相关建议。Based on the model of interaction between teachers and curriculum materials and the perspective of chemistry discipline core literacy,this paper has proposed a basic framework of seven dimensions for studying the use of curriculum materials by chemistry teachers,including“routine use”“macro-micro combination”and“teacher learning”.A scale with good validity and reliability has also been developed.Through a survey of 642 senior high school chemistry teachers in four cities with different levels of economic development,it has found that the teachers reported positive behavior in curriculum materials use in all dimensions,but not at a very high level.The mean score of the three dimensions of“macro-micro combination”“change and equilibrium”and“social responsibility”was significantly higher than that of the other four dimensions.There was no significant difference among teachers from different areas;but there existed significant differences among the teachers from different types of schools in the dimension of“macro-micro combination”“change and equilibrium”“evidence and model”and“scientific inquiry”;teachers with different professional titles showed significant differences in all dimensions.According to the findings of the study,this paper has put forward some suggestions on teacher training,curriculum material preparation and teacher professional learning.

关 键 词：学科核心素养 课程材料 课程使用 高中化学教师 

分 类 号：G63[文化科学—教育学]