调查教师-教师反:为基于改革的化学教学揭示有用的社会教学规范
Meng-Yang Matthew Wu1, Ellen J Yezierski1
1Department of Chemistry and Biochemistry, Miami University, Oxford, Ohio 45056, United States.
Journal of chemical education
|July 9, 2025
概括
在化学教育中,教师反往往缺乏批评,重点是赞美和颗粒水平. 强调这一层次可能会增强批判性参与,并支持化学教师的教学改革.
科学领域:
- 化学教育研究 化学教育研究
- 专业发展专业发展
- 在教学中社会文化规范.
背景情况:
- 教师对教师的反对于专业学习至关重要,但往往受到社会教育规范的限制.
- 避免批评和通用反阻碍了教学研究和采用基于改革的教学.
- 在特定的化学环境中理解这些规范对于有效的专业发展至关重要.
研究的目的:
- 研究化学教育中教师教师反的对话功能.
- 分析反如何处理宏观,象征和微粒级别的表示.
- 了解社会教学规范对化学教师反的影响.
主要方法:
- 16例教师反的演编码,来自VisChem研究所-2的8名参与者.
- 分析对话函数和引用表示层次的分析 (宏观,象征,粒子).
- 分析的两个阶段来检查反内容及其与教学变革的关系.
主要成果:
- 教师对教师的反主要包括赞美,只有有限的批评.
- 在反中,代表性颗粒物水平是最常被引用的.
- 化学专题在反功能中更常见,这些反功能准备教师进行教学变革.
结论:
- 在反中将颗粒物水平放在首位可能会促进化学教师的批判性参与.
- 教师教育者应该强调粒子水平,以建立改革化学教学实践的社区.
- 结果为培训化学研究生教学助理和探索对话反模型提供了见解.
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