高中物理教师科学论证能力诊断研究  

Research on the diagnosis of scientific argumentation ability of high school physics teachers

作　　者：于永刚 张抗抗 邢红军[3] YU Yong-gang;ZHANG Kang-kang;XING Hong-jun(School of Education,Capital Normal University,Beijing 100048,China;School of Physics and Electronics,Henan University,Kaifeng,Henan 475004,China;Teacher Education College,Capital Normal University,Beijing 100048,China)

机构地区：[1]首都师范大学教育学院,北京100048 [2]河南大学物理与电子学院,河南开封475004 [3]首都师范大学教师教育学院,北京100048

出　　处：《教学研究》2024年第6期44-50,共7页Research in Teaching

基　　金：2024年度国家资助博士后研究人员计划C档资助(GZC20240397)。

摘　　要：依据图尔敏论证模式构建了同时考虑论证要素和论证过程的科学论证能力诊断框架,相对于国内只考虑论证要素而忽视论证过程的相关框架是一个进步。进一步采用文献研究方法,对高中物理教师的科学论证能力展开了研究。发现高中物理教师在科学论证过程中存在论证意识和扩展意识不足、论证逻辑混乱等问题,并尝试给出了解决问题的方法,以期为提高高中物理教师的科学论证能力提供参考,为高中生的科学论证能力培养提供借鉴,也为高中物理教师专业发展的课程设置提供有益启示。Based on the Turmin argumentation model,a diagnostic framework for scientific argumentation ability that considers both argumentation elements and argumentation process has been constructed,which is an advancement compared to the relevant framework in China that only considers argumentation elements and ignores the argumentation process.Further literature research methods were used to investigate the scientific reasoning ability of high school physics teachers.It was found that high school physics teachers have insufficient argumentation consciousness and expansion consciousness,as well as chaotic argumentation logic in the process of scientific argumentation,and attempts were made to provide solutions to the problems.In order to provide reference for improving the scientific reasoning ability of high school physics teachers,to provide reference for the cultivation of high school students’scientific reasoning ability,and to provide useful inspiration for the curriculum design of high school physics teachers’professional development.

关 键 词：科学论证 高中物理教师 文献研究 核心素养 

分 类 号：G633.7[文化科学—教育学]