【作者】 张笑言；

【导师】 郑长龙；

【作者基本信息】 东北师范大学， 教师教育， 2024， 博士

【副题名】以“有机化合物”主题为例

【摘要】 新时代背景下,化学课程与教学改革对高中化学教师PCK提出了严峻挑战。学科理解作为“知识转化为素养”的关键途径,为PCK研究开辟了新视野。教育科学研究背景下,教育学层面PCK研究已然转向学科层面PCK研究,并呼吁研究者深耕于实践领域PCK。但是,研究表明我国尚未见系统的学科理解视域下PCK研究报道,对教师实践领域PCK关注仍存在不足,且高中化学教师PCK发展现状不容乐观。 本文尝试立足教学实践,探索高中化学教师“基于学科理解的PCK”。所谓“基于学科理解的PCK”,指的是教师将学科本原性问题、认识视角及思路和概念层级结构转化为学生学习内容,引导学生建构与迁移学科思想的一类教师知识。深入调查高中化学教师基于学科理解的PCK具有重要意义,鉴于此,本研究开展了高中化学教师“基于学科理解的PCK”评价工作,包括评价工具的研制和运用评价工具进行测评两个重要部分。 在系统科学理论和科学认识论的指导下,本文综合运用文献研究法、课堂观察法和访谈调查法,从理论层面和实践层面系统而深入地探讨基于学科理解的PCK,建构基于学科理解的PCK模型。在SOLO分类理论指导下,依据基于学科理解的PCK模型,开发并检验基于学科理解的PCK评价工具。综合运用课堂观察法、访谈调查法,应用评价工具以“有机化合物”主题为例进行测评工作。依循以上研究思路,以期解决“如何建构高中化学教师基于学科理解的PCK模型?如何开发并检验高中化学教师基于学科理解的PCK评价工具?应用高中化学教师基于学科理解的PCK评价工具,以“有机化合物”主题为例的测评结果如何?”研究问题。三个研究问题环环相扣,构成了完整的评价研究链条。 对于第一个研究问题,本文在第四章进行了细致的理论探讨,基于学科理解的PCK模型建构是对学科理解和PCK的拆解、重构,扎根于课堂教学,形成具备实践属性和学科理解特色的PCK系统。基于学科理解的PCK模型在传承“学科知识”与“教学知识”的基础上,以学科思想为核心,抽提2大一级维度(组织与呈现化学学科思想、引导学生建构与迁移学科思想),显性化地表达两维度的功能。2大一级维度下设11个二级要素,它们各有侧重又共同构成有机系统,以期为评价工具的研发提供理论框架。同时,为高中化学教师基于学科理解的PCK发展提供理论指导,依托基于学科理解的PCK推进素养导向的教学。 对于第二个研究问题,本文在第五章开发基于学科理解的PCK评价工具。依据三水平五分制的赋分原则,划分评价指标的水平。并提供对应的教学案例及解析,以描述指标水平的具体表现形态。对评价工具进行多轮检验,通过定性检验确定10个评价指标,确保评价工具的信效度。通过定量检验,建立线性回归方程,发现了两维度对基于学科理解的PCK的影响程度。通过水平检验,划分了高中化学教师基于学科理解的PCK高、中、低三个水平,并确定了水平的临界值。检验结果表明,该评价工具能够科学、有效地测评教师基于学科理解的PCK。 对于第三个研究问题,本文在第六章应用评价工具,以“有机化合物”为例进行高中化学教师基于学科理解的PCK测评工作。为了确保笔者能够站在学科理解高度,测评高中化学教师基于学科理解的PCK,首先开展了“有机化合物”主题学科理解研究,凝练了该主题本原性问题、认识视角及思路和学科思想。以此为基础进行测评,发现高中化学教师基于学科理解的PCK水平呈现出典型的正态分布特征,维度得分较为均衡,题项得分存在差异。博士学历教师与其他学历教师在两维度均存在显著性差异,教龄5年之内教师与教龄10年以上教师在两维度均存在显著性差异,中教高级教师与中教二级教师在维度1存在显著性差异。此外,针对存在显著性差异的评价指标,展开深入的访谈调查,对其差异成因进行了详尽的剖析。为高中化学教师基于学科理解的PCK发展,提供一定的理论参照与实践依据。 综上,本研究的创新点在于,综合理论探讨与实践探索,建构了基于学科理解的PCK模型。依据模型开发了评价工具,并进行了多轮检验。以“有机化合物”主题为例,探查了高中化学教师基于学科理解的PCK的发展现状,揭示了不同背景高中化学教师存在的差异及成因。最后,从样本的选取、评价结果在教学实践中应用两方面,对未来研究进行了展望。更多还原

【Abstract】 Under the background of the new era,the reform of chemistry curriculum and teaching poses a severe challenge to senior high school teachers' PCK.Subject understanding provides an effective path for "knowledge into literacy" and a new vision for PCK research.Under the background of science education research,PCK research at level of pedagogy has shifted to the PCK research at level of discipline,calling on researchers to deeply cultivate enacted PCK.However,the research shows that has not yet studied PCK from the perspective of discipline understanding,and there is still insufficient attention to enacted PCK,and the development of PCK in high school chemistry teachers is not optimistic. In view of above,this paper attempts to explore high school chemistry teachers' "PCK based on subject understanding".It refers to a kind of teachers' knowledge by which teachers transform subject's original problems,cognitive perspectives,ideas and conceptual hierarchy into students' learning content and guide students to construct and transfer chemistry ideas.It is of great significance to investigate the PCK based on subject understanding in the classroom teaching of chemistry teachers in high school.In view of above,this study carried out the evaluation of "PCK based on subject understanding" for chemistry teachers in high school,including developing an evaluation tool and using the tool for measurement and evaluation. Under the guidance of system science theory and scientific epistemology,comprehensively using literature research method,classroom observation method and interview survey method,the PCK based on subject understanding is systematically and deeply discussed from the theoretical and practical levels.The PCK based on subject understanding model is constructed.And under the guidance of SOLO classification theory,the evaluation tool of PCK based on subject understanding is developed and tested according to the PCK based on subject understanding model.Taking "organic compounds" theme as an example,the method of classroom observation,interview survey method and evaluation tool are comprehensively used to measure and evaluate it. Combined with the above research design,in order to answer question How to construct a PCK based on subject understanding model for high school chemistry teachers? How to develop and test the evaluation tool of PCK based on subject understanding for high school chemistry teachers? Taking organic compounds theme as an example,what is the result of applying the evaluation tool of PCK based on subject understanding of high school chemistry teachers for measurement and evaluation? The three research questions are interlinked and constitute a complete evaluation research chain. As for the first research question,this paper makes a detailed theoretical discussion in the fourth chapter to provide a theoretical basis for the research and development of evaluation tool.The primary structure of PCK based on subject understanding is determined by literature analysis,and the secondary elements of PCK based on subject understanding are extracted by teaching practice analysis guided by theory.The PCK based on subject understanding model is the dismantling and reconstruction of subject understanding and PCK,rooted in classroom teaching,forming an PCK system with practical attributes and subject understanding characteristics.On the basis of inheriting "subject knowledge" and "teaching knowledge",the PCK based on subject understanding model takes chemistry ideas as the core,extracts two primary dimensions(organizing and presenting chemistry ideas,guiding students to construct and transfer chemistry ideas),and explicitly expresses two dimensional functions.Under the two primary dimensions,there are 11 secondary elements,each of which has its own emphasis and constitutes an organic system,in order to provide a theoretical framework for the development of evaluation tools.At the same time,it provides theoretical guidance for the development of PCK based on subject understanding for high school chemistry teachers,and promotes literature-oriented teaching with PCK based on subject understanding. For the second research question,in chapter 5,the evaluation tool of PCK based on subject understanding is developed.According to the scoring principle of three-level and five-point system,the corresponding cases and analysis of different levels of each indicator are provided,and the corresponding performances of specific levels are described.The evaluation tool is tested multiple times,and 10 evaluation indicators are determined through qualitative test to ensure the reliability and validity of the evaluation tool.Through quantitative testing,the influences of two dimensions on PCK based on subject understanding are found,and the linear regression equation is established.Through the level test,three levels of PCK based on subject understanding of high school chemistry teachers are divided from high to low,and the critical value of level is determined.The test results show that this evaluation tool can scientifically and effectively diagnose teachers' PCK based on subject understanding development status. As for the third research question,in chapter 6,this paper takes "organic compounds" theme as an example to conduct PCK based on subject understanding measurement and evaluation work for chemistry teachers in high school.The research on the subject understanding of "organic compounds" is carried out,and it is found that the level of PCK based on subject understanding of high school chemistry teachers is normally distributed,the dimension score is balanced,and the item score is different.There are significant differences between teachers with doctor's degree and teachers with other degrees in all dimensions as well as between teachers with teaching experience of less than 5 years and teachers with teaching experience of more than 10 years in all dimensions,and high school senior teachers and level II secondary school teachers have significant differences in dimension 1.In addition,there are significant differences in the evaluation indicators,and we conducted an interview survey to analyze the causes of the differences.It provides a theoretical reference for the development of PCK based on subject understanding for senior chemistry teachers. In summary,the innovation of this study is the construction of a PCK based on subject understanding model by combining theoretical exploration and practical exploration.According to the model,an evaluation tool is developed and tested multiple rounds.Taking "organic compounds" theme as an example,this paper probes into the development status of PCK based on subject understanding of high school chemistry teachers and reveals the differences and its causes of high school chemistry teachers with different backgrounds.Finally,future research is envisioned in terms of both the selection of the sample and the application of the evaluation results in teaching practice.更多还原