高中化学新手熟手专家教师教学策略知识比较  

Comparative Study of Knowledge of Instructional Strategies Among Novice, Proficient and Expert Chemistry Teachers in Senior High Schools

作　　者：李艳灵 赵倩[2] 阮北[3] LI Yan-Ling;ZHAO Qian;RUAN Bei(College of Education,Hebei Normal University,Shijiazhuang 050024,China;College of Teacher Education,Hebei Normal University,Shijiazhuang 050024,China;College of Chemistry and Material Science,Hebei Normal University,Shijiazhuang 050024,China)

机构地区：[1]河北师范大学教育学院,河北石家庄050024 [2]河北师范大学教师教育学院,河北石家庄050024 [3]河北师范大学化学与材料科学学院,河北石家庄050024

出　　处：《化学教育（中英文）》2022年第21期93-100,共8页Chinese Journal of Chemical Education

基　　金：河北省社科基金课题“卓越教师培养质量保障体系构建与运行机制研究”(项目编号:HB21JY052)。

摘　　要：以“原电池”教学主题为载体自编调查问卷,选取河北省90位在职高中化学教师进行教学策略知识(Knowledge of instructional strategies,简称KoIS)测查。应用单因素方差分析与多重比较LSD法,从教学策略与表征的选择、应用、调整、反馈以及评价等5个维度对新手、熟手和专家教师KoIS之间的差异及其表现特征进行了比较和分析,并据此提出相关建议,为促进高中化学教师KoIS水平提升提供借鉴和参考。In the present study, a self-made questionnaire concerning the theme of “primary battery” was designed. The knowledge of instructional strategies(KoIS) of 95 in-service high school chemistry teachers in Hebei province were surveyed. Using single factor analysis of variance and multiple comparison LSD, the deferences and performance characteristics of KoIS between novice, proficient and expert teachers were compared and analyzed from the following five dimensions: selection, application, adjustment, feedback and evaluation of teaching strategies and representations. Based on the findings of this study, several relevant suggestions were given which would provide reference for promoting the rapid improvement of high school chemistry teachers’ KoIS level.

关 键 词：教学策略知识(KoIS) 新手教师 熟手教师 专家教师 比较研究 

分 类 号：G633.8[文化科学—教育学]