摘要
使用成熟的测量教师知识的量表（SPOTK），从学生认可度视角调查了化学教师知识。研究表明，化学教师的学科知识和评价学生理解情况的知识2个维度好于教学策略知识和内容表征知识2个维度；不同的年级和性别的学生对化学教师的教学策略和表征方式的认可度也存在着差异。根据调查结果对化学教师如何提高自身的知识结构提出了建议。
Using the instrument for assessing students＇ perceptions of teachers＇ knowledge （SPOTK）, this paper investigated the knowledge of chemistry teachers from the perspective of students＇ perceptions. The chemistry teachers＇ Instructional Repertoire and Knowledge of Students＇ Understanding were better than Representational Repertoire and Subject Matter Knowledge. There were some significant in some dimensionality by different gender students and different grade students. Then this paper put forward suggestions on how to improve the knowledge structure of cheemistry teachers.
作者
高俊明
周仕东
郑长龙
姜艳姝
GAO Jun-Ming;ZHOU Shi-Dong;ZHENG Chang-Long;JIANG Yan-Shu(Institute of Chemical Education, Northeast Normal University, Changchun 130024, China;Shenyang No. 36 Middle School, Shenyang 110000, China)
出处
《化学教育（中英文）》
CAS
北大核心
2018年第11期43-47,共5页
Chinese Journal of Chemical Education
关键词
化学教师知识
高中生
教学策略
内容表征
学科知识
chemistry teachers
knowledge
senior high school students
instructional repertoire
representational repertoire
subject matter knowledge
