【摘要】：教師的認同感對決定課程改革成敗而言非常關鍵�！稑藴�(2011年版)》是義務教育階段生物教師進行課程改革的重要參考,教師對課程標準的認同感高低,直接影響到課程標準實施的效果。因此本研究通過自行編制問卷,隨機選取全國200名初中生物教師為研究對象,以量化研究為主,對目前我國初中生物教師新課標認同情況的現狀進行調查分析,明確初中生物教師新課標認同的狀況以及其中存在的問題,探討并且尋求問題解決方法與對策。本研究在教師認同感理論模型的基礎上,將課標認同感作為因變量,分為認知、感受、行為意向這三個研究維度。按照影響因素的分類將認同感的影響因素劃分為三大類進行研究。研究結果表明:初中生物教師新課標認同感問卷具有良好的信效度;初中生物教師對新課標的認同感處于中高水平;初中生物教師對新課標的認同感在性別、學歷、教齡、職稱等個人因素上均無顯著差異;課標的使用頻率與教師認同感成顯著的線性正相關;教師的自我期望和教育信念與教師認同感在某些層次上呈正相關;在環(huán)境因素的層面上,校內支持、校外支持、緩解憂慮、教師合作、教師參與、教師學習機會等都與課標認同感呈不同程度的正相關,提高這些層面的水平,會提升教師對課標的認同感。存在的主要問題有:初中生物教師在開展實驗教學上有所欠缺、對學生的評價方式單一、對課程資源的開發(fā)不到位、較為重視講授法而忽視自主探究法,學校對實施課標的支持不夠等。最后,提出了增強初中生物教師課標認同感的一些建議。
[Abstract]:The identity of teachers is very important to determine the success or failure of curriculum reform. < Standard (2011 Edition) > is an important reference for biology teachers in compulsory education to carry out curriculum reform. It has a direct effect on the implementation of curriculum standards. Therefore, the present study selects 200 junior high school biology teachers as the research object, mainly by quantitative research, and investigates and analyzes the status quo of the new curriculum standard of junior high school biology teachers in our country. This paper clarifies the status of the new curriculum standard of biology teachers in junior high school and the existing problems, and probes into and seeks solutions to the problems. Based on the theoretical model of teachers' identity, this study divides the curriculum identity as dependent variables into three dimensions: cognition, perception and behavioral intention. According to the classification of influencing factors, the factors of identity are divided into three categories. The results show that the questionnaire has good reliability and validity; the identity of biology teachers in junior high school is at the middle and high level; the identity of biology teachers in junior high school is gender, education, teaching years. There was no significant difference in personal factors such as professional title, the frequency of using curriculum standard was significantly linear positive correlation with teachers' identity, teachers' self-expectation and educational belief were positively correlated with teachers' identity at some levels, and at the level of environmental factors, teachers' self-expectations and educational beliefs were positively correlated with teachers' identity. School support, out-of-school support, anxiety alleviation, teacher cooperation, teacher participation, and teachers' learning opportunities are all positively related to the identity of the curriculum standard to varying degrees. To improve the level of these levels, teachers will enhance the identity of the curriculum standards. The main problems are: the junior high school biology teachers have some deficiencies in carrying out experimental teaching, the evaluation of students is single, the development of curriculum resources is not in place, the teaching method is more important than the independent inquiry method. The support of the school to implement the curriculum is not enough. Finally, some suggestions are put forward to strengthen the identity of biology teachers in junior high school.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.91

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