摘要
采用问卷调查法与高阶验证性因子分析来测查410名在职与职前化学教师的学科基本观念的结构与水平,测查结果表明:(1)化学教师的学科基本观念可分为知识类(元素观、微粒观、变化观)、方法类(分类观、实验观)与价值类(绿色观与社会观)基本观念;(2)在职与职前化学教师的化学基本观念均处于较高水平,其中前者水平相对较高。同时,对中学化学教师培养及其研究提出相关建议。
By using aquestionnaire survey and higher-order confirmatory factor analysis,this study examined the structure and level of chemical fundamental ideas expressed by 410 in-service and pre-service chemistry teachers.Results showed that these chemistry teachers’ chemical fundamental ideas consisted of knowledge-oriented(i.e.,ideas about element,particle,and change),methodology-oriented(i.e.,ideas about classification and experimentation),and valueoriented(i.e.,ideas about green-chemistry and the chemistry-society relationship)ideas.Besides,both in-service and pre-service teachers were found to express satisfactory chemical fundamental ideas,while the former outperformed the latter.Suggestions for chemistry teacher education were thus provided.
作者
邓峰
王西宇
段训起
DENG Feng;WANG Xi-Yu;DUAN Xun-Qi(School of Chemistry,South China Normal University,Guangzhou 510006,China;Sun Yat-Sen Memorial Secondary School,Zhongshan 528454,China)
出处
《化学教育（中英文）》
CAS
北大核心
2021年第2期84-89,共6页
Chinese Journal of Chemical Education
基金
华南师范大学2019年课程思政教改项目
广东省2018年高等教育教学改革项目
华南师范大学2017年校级质量工程建设项目。
关键词
核心观念
化学基本观念
验证性因子分析
教师教育
core ideas
chemistry basic concept
confirmatory factor analysis
teacher education
