【作者】 杨桂榕；

【导师】 郑长龙；

【作者基本信息】 东北师范大学， 课程与教学论， 2024， 博士

【摘要】 化学学科理解研究缘于核心素养导向的高中化学课程改革的启动与深化,指向新时代背景下的化学课堂教学设计与实施、化学教师专业素养提升以及学生核心素养发展,化学教师的学科理解水平直接关系着课程改革的稳步推进与核心素养的有效落地。本研究通过文献研究法、访谈法、Rasch模型、多元量化统计方法和内容分析法对高中化学教师原子结构主题学科理解水平进行了测量与评价。 如何开发高中化学教师原子结构主题学科理解水平的测评工具是本研究的核心问题。为解决这一问题,理论建构方面,第二章通过“学科知识”“学科教学知识”和“学科理解”的内涵概述和评价研究综述,明确化学学科理解的内涵、构成要素与测评方式;通过原子结构主题的研究综述,明确原子结构主题的教学及测评现状。第三章通过学科结构理论、科学认识论、认知发展理论的论述,明确了学科理解理论模型构建及水平确立的知识观、认识论、心理学基础。第四章通过化学学科理解概念解读和辨析、学科理解结构要素的阐明、学科理解水平的划分等方面梳理出基于主题的学科理解水平构建思路,在课程层面以及学科层面原子结构主题学科理解的基础上建构了高中化学教师“原子结构”主题学科理解水平的理论模型。在测评工具的开发与检验方面,第五章依据标准化的测评工具编制流程开发了信效度良好测评工具,用于评价高中化学教师原子结构主题学科理解水平。基于题目难度确定了不同水平划分的基准值,从质化和量化两个方面描述了高中化学教师“原子结构”主题的不同学科理解水平特征。 如何应用测评工具评价和分析高中化学教师原子结构主题学科理解水平是本研究的另一核心研究问题。为了解决这一问题,在现状测查方面,第六章从描述性分析、相关性分析、差异性分析三个方面对高中化学教师原子结构主题学科理解水平进行评价。描述性分析中,处于原子结构主题学科理解低水平(水平0和水平1)的教师超过总数的一半,水平1到水平3的教师数量比例依次递减。相关性分析中,与教师学科理解水平相关的因素有性别、毕业学校层次以及是否为竞赛教练员。差异性分析中,教师的学科理解水平在教龄、性别、教师身份、学科专业类别、毕业学校类别等变量上不存在显著性差异;在学位层次、毕业学校层次、工作学校所属层次、是否为竞赛教练员等变量上均具有显著性差异。在实践应用方面,第七章主要通过内容分析法探究高中化学教师原子结构主题学科理解水平的发展对教学实践的影响,研究发现学科理解水平的提升有助于教学内容分析的深化、教学内容组织的改进以及教学价值取向的转变。结果表明,教师学科理解水平的提升有助于教师教学实践水平的提升,教师学科理解水平决定着“素养为本”化学课堂教学实施的有效性。 基于本研究主要结论的归纳和总结,提出三方面研究启示:测评工具的研制要关注学科的特质化和本原性;教师教育改革要注重化学学科理解的独特价值和积极作用;教师专业发展过程要增进教师的学科理解水平。更多还原

【Abstract】 The research on the understanding of the Chemistry discipline stems from the initiation and deepening of curriculum reform in high school chemistry oriented by core competencies.It focuses on the design and implementation of chemistry classroom teaching in the new era,the enhancement of professional qualities of chemistry teachers,and the development of students' core competencies.The level of subject understanding among chemistry teachers is directly related to the steady advancement of curriculum reform and the effective implementation of core competencies.This study used literature review,interviews,Rasch model,multivariate quantitative statistics,and content analysis to measure and evaluate the level of subject understanding of atomic structure among high school chemistry teachers. Developing an assessment tool for the subject understanding level of high school chemistry teachers on the topic of atomic structure is the core issue of this research.To address this issue,in terms of theoretical construction,Chapter 2 reviews the connotations of “Content knowledge” “Pedagogical Content Knowledge” and “subject understanding” clarifies the connotation,constituent elements,and assessment methods of chemistry subject understanding,and reviews the teaching and assessment status quo of the atomic structure topic.Chapter 3,through the exposition of discipline structure theory,scientific epistemology,and cognitive development theory,clarifies the knowledge view,epistemological,and psychological foundations for establishing the level of subject understanding and constructing theoretical models.Chapter 4 sorts out the construction ideas of subject understanding level by interpreting and distinguishing the concept of chemistry subject understanding,clarifying the structural elements of subject understanding,and dividing the levels of subject understanding,and proposes the theoretical model of the subject understanding level of high school chemistry teachers on the “atomic structure” topic based on the construction of subject understanding at the curriculum and subject levels.In terms of the development and verification of assessment tools,Chapter 5 developed an assessment tool with good reliability and validity for evaluating high school chemistry teachers' subject understanding of the atomic structure topic,based on standardized assessment tool development processes.It determines the benchmark values for different level divisions based on item difficulty and describes the characteristics of different subject understanding levels of high school chemistry teachers on the “atomic structure” topic both qualitatively and quantitatively. How to apply assessment tools to evaluate and analyze the subject understanding level of high school chemistry teachers on the topic of atomic structure is another core research question of this study.To address this issue,in terms of the current situation survey,Chapter 6 evaluates the subject understanding level of high school chemistry teachers on the atomic structure topic from three aspects: descriptive analysis,correlation analysis,and difference analysis.In the descriptive analysis,teachers at a low level of subject understanding of atomic structure(Level0 and Level 1)exceed half of the total number,and the proportion of teachers between Level 1to Level 3 decreases successively.In the correlation analysis,factors related to the teachers' subject understanding level include gender,the tier of the school they graduated from,and whether they are competition coaches.In the difference analysis,there are no significant differences in the teachers' subject understanding level in terms of teaching age,gender,teacher identity,subject specialty category,and graduation school category variables;significant differences exist in the categories of degree level,graduation school level,affiliation level of the working school,and whether they are competition coaches.In terms of practical application,Chapter 7 mainly explores the impact of the development of the subject understanding level of high school chemistry teachers on the atomic structure topic on teaching practice through content analysis,finding that the improvement of subject understanding level helps deepen the analysis of teaching content,improve the organization of teaching content,and transform the teaching value orientation.It demonstrates that the enhancement of teachers' subject understanding level contributes to the improvement of teaching practice and that the level of subject understanding determines the effectiveness of implementing competency-based classrooms at the teaching level. Based on the generalization and summary of the main conclusions of this study,three research implications are obtained: The development of assessment tools should focus on the characteristic and original nature of the subject;Teacher education reform should pay attention to the significant value and role of chemistry subject understanding;The teacher professional development process should enhance teachers' subject understanding level.更多还原