EQUIP工具在高中化學(xué)探究性教學(xué)課堂評價中的應(yīng)用研究
發(fā)布時間：2019-04-18 07:11
【摘要】：新課改的核心理念是“以人為本”,核心任務(wù)是提高學(xué)生的綜合素養(yǎng),而有效開展探究性教學(xué)是培養(yǎng)學(xué)生綜合素養(yǎng)的重要任務(wù)。因此,幫助中學(xué)化學(xué)教師提高課堂探究教學(xué)水平,促進學(xué)生理解科學(xué)概念,實現(xiàn)化學(xué)課改的最終目標(biāo)是極具意義的。但是,自課改以來,我國中學(xué)教師科學(xué)探究教學(xué)能力提高并不理想。其中一個重要的原因就是沒有可操作的全面評價課堂探究性教學(xué)的測評工具,教學(xué)評價一直是“瓶頸”。探究性教學(xué)質(zhì)量分析框架(Electronic Quality of Inquiry Protocol,EQUIP)是Marshall J. C團隊開發(fā)的測評科學(xué)教師探究教學(xué)質(zhì)量的系列量表,是有效的探究性教學(xué)測評工具,可以全面反映科學(xué)教師探究性教學(xué)表現(xiàn),為教師提高探究教學(xué)反思、觀課評價水平和課堂研究提供了可靠的測評工具。為了準(zhǔn)確評判一線化學(xué)教師的探究教學(xué)質(zhì)量、分析探究教學(xué)行為特點,成因等問題,筆者利用在武漢市某重點高中兩個多月教育實習(xí)的機會,旁聽了該校多位化學(xué)教師的科學(xué)探究課,最終選擇了其中兩名化學(xué)一線教師C老師和Y老師作為個案研究對象,對人教版化學(xué)必修一第三章《金屬及其化合物》中最具代表性的2節(jié)課進行課堂觀察,并進行錄像,隨后將錄像轉(zhuǎn)錄成文本,分別用探究性教學(xué)質(zhì)量分析框架(EQUIP)和作者改良后的化學(xué)課堂互動分析編碼系統(tǒng)(Chemistry Class Interaction Analysis system,CCIAS),從定性和定量兩個方面對文本進行分析,發(fā)現(xiàn)兩位教師的探究課堂教學(xué)存在許多共同問題。根據(jù)這些問題,筆者對研究對象進行訪談,分析原因,并提出了相應(yīng)改進建議。為了幫助一線老師更好地改善探究課堂教學(xué)質(zhì)量,筆者選擇一節(jié)相同主題內(nèi)容的全國優(yōu)質(zhì)課獲獎作品錄像為研究對象,用EQUIP和CCIAS進行分析,深入說明高質(zhì)量探究性教學(xué)的特點,這些研究對于教師有效地發(fā)現(xiàn)探究教學(xué)中存在的問題,改進教學(xué)過程,促進教師的專業(yè)發(fā)展有極大作用。EQUIP是定性分析框架,該系列框架包括時間利用、教學(xué)、話語、評價、課程五個要素。筆者使用該工具分析了 C老師和Y老師的探究性課堂教學(xué),發(fā)現(xiàn)以下幾個特點:(1)探究性教學(xué)整體水平處于中等水平(發(fā)展中的探究);(2)課堂教學(xué)順序水平低;(3)教師為中心,互動偏少;(4)教學(xué)評價以理解知識為主,缺乏獨立批判性思維培養(yǎng);(5)探究教學(xué)缺乏大觀念建構(gòu)。教學(xué)過程以教師為中心,教學(xué)方式以引導(dǎo)和講授為主。作者用改良后的化學(xué)課堂互動分析編碼系統(tǒng)(CCIAS)對C老師和Y老師的探究性課堂教學(xué)轉(zhuǎn)錄文本進行分析,也進一步佐證了兩位教師探究課堂教師語言占70%以上。整節(jié)課堂大部分依然是輔以演示實驗和提問的傳統(tǒng)上課方式。用EQUIP和CCIAS從定性和定量對優(yōu)質(zhì)課L老師探究課堂轉(zhuǎn)錄文本進行分析,有以下幾個特點:(1)探究性教學(xué)整體處于中等以上水平;(2)課堂探究活動順序稍高;(3)學(xué)生為中心,互動多;(4)教學(xué)評價以知識應(yīng)用為主;(5)探究教學(xué)注重價值觀念建構(gòu)。整節(jié)課教師語言僅為45.2%,與學(xué)生的互動十分緊密。論文創(chuàng)新如下:(1)對探究性教學(xué)質(zhì)量分析框架(EQUIP)進行了深入的文獻研究;(2)對化學(xué)課堂互動分析編碼系統(tǒng)(CCIAS)進行了改良;(3)利用EQUIP并輔以CCIAS,從定性和定量兩個方面對化學(xué)探究性教學(xué)實際課堂進行了詳細(xì)的分析和成因探索。
[Abstract]:The core idea of the new curriculum reform is the "people-oriented", the core task is to improve the students' comprehensive quality, and the effective inquiry teaching is an important task to train the students' comprehensive quality. Therefore, it is of great significance to help middle school chemistry teachers to improve the level of classroom inquiry teaching, to promote the students' understanding of the scientific concept and to realize the ultimate goal of chemical course reform. However, since the course of the course reform, the high school teacher's scientific inquiry teaching ability is not ideal. One of the important reasons is that there is no comprehensive evaluation tool for comprehensive evaluation of the inquiry teaching in the classroom, and the teaching evaluation has always been the "Bottleneck". The inquiry teaching quality analysis framework (EQUIP) is a series of scales developed by Marshall J. C. It provides a reliable evaluation tool for teachers to improve the research and teaching reflection, the level of evaluation and the classroom research. In order to judge the teaching quality of the first-line chemical teachers and to analyze the characteristics and causes of the teaching behavior, the author takes advantage of the opportunity of the two-month educational practice in a key high school in Wuhan, and has listened to the scientific inquiry class of the multi-site chemistry teachers. in that end, two of the two chemical first-line teacher C and the Y teacher are selected as case study object, and the most representative two classes in the third chapter, the metal and the compound thereof, are observe in the classroom, and the video is recorded, and then the video is transcribed into text, The paper makes an analysis of the text from both qualitative and quantitative aspects by using the inquiry teaching quality analysis framework (EQUIP) and the improved chemical classroom interaction analysis system (CCIAS), and finds out that the two teachers' inquiry classroom teaching has many common problems. According to these problems, the author interviewed the research object, analyzed the reason, and put forward the corresponding improvement suggestion. In order to help the first-line teachers to improve the quality of the classroom teaching better, the author selects the national high-quality class with the same subject content as the research object, and uses EQUIP and CCIAS to carry out the analysis, and the characteristics of the high-quality inquiry teaching are described in depth. These studies have a great effect on the teacher's effective discovery of the problems existing in the inquiry teaching, the improvement of the teaching process and the promotion of the professional development of the teachers. EQUIP is a qualitative analysis framework, which includes five elements of time utilization, teaching, discourse, evaluation and course. The author uses this tool to analyze the inquiry teaching of C teacher and Y teacher, and find the following characteristics: (1) the overall level of the inquiry teaching is in the middle level (the inquiry in development); (2) the teaching order level is low; (3) the teacher is the center and the interaction is less; (4) The teaching evaluation is based on the understanding of knowledge, and the lack of independent critical thinking training; and (5) the exploration of teaching lacks the construction of a large concept. The teaching process is focused on the teacher as the center and the teaching method is guided and taught. In this paper, the author analyzes the transcription text of the inquiry teaching of C teachers and Y teachers by the improved chemical classroom interactive analysis coding system (CCIAS), and further supports the two teachers' inquiry into the classroom teacher's language by more than 70%. The whole lesson is still the traditional way to support the demonstration experiment and question. From the qualitative and quantitative analysis of the English teacher of high quality class L by EQUIP and CCIAS, the following characteristics are: (1) The whole teaching of the inquiry is at the middle or above level; (2) the order of the classroom inquiry activity is slightly higher; (3) the students are the center and the interaction is much; (4) The teaching evaluation is based on the knowledge application; (5) the inquiry teaching focuses on the value-based construction. The whole class of teacher's language is only 45.2%, and the interaction with the students is very close. The innovation of the paper is as follows: (1) An in-depth literature study of the inquiry teaching quality analysis framework (EQUIP) is carried out; (2) the chemical classroom interactive analysis coding system (CCIAS) is improved; (3) EQUIP is used and supplemented with the CCIAS, The paper makes a detailed analysis of the practical class of the chemistry inquiry teaching from both qualitative and quantitative aspects.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.8
本文編號：2459854
[Abstract]:The core idea of the new curriculum reform is the "people-oriented", the core task is to improve the students' comprehensive quality, and the effective inquiry teaching is an important task to train the students' comprehensive quality. Therefore, it is of great significance to help middle school chemistry teachers to improve the level of classroom inquiry teaching, to promote the students' understanding of the scientific concept and to realize the ultimate goal of chemical course reform. However, since the course of the course reform, the high school teacher's scientific inquiry teaching ability is not ideal. One of the important reasons is that there is no comprehensive evaluation tool for comprehensive evaluation of the inquiry teaching in the classroom, and the teaching evaluation has always been the "Bottleneck". The inquiry teaching quality analysis framework (EQUIP) is a series of scales developed by Marshall J. C. It provides a reliable evaluation tool for teachers to improve the research and teaching reflection, the level of evaluation and the classroom research. In order to judge the teaching quality of the first-line chemical teachers and to analyze the characteristics and causes of the teaching behavior, the author takes advantage of the opportunity of the two-month educational practice in a key high school in Wuhan, and has listened to the scientific inquiry class of the multi-site chemistry teachers. in that end, two of the two chemical first-line teacher C and the Y teacher are selected as case study object, and the most representative two classes in the third chapter, the metal and the compound thereof, are observe in the classroom, and the video is recorded, and then the video is transcribed into text, The paper makes an analysis of the text from both qualitative and quantitative aspects by using the inquiry teaching quality analysis framework (EQUIP) and the improved chemical classroom interaction analysis system (CCIAS), and finds out that the two teachers' inquiry classroom teaching has many common problems. According to these problems, the author interviewed the research object, analyzed the reason, and put forward the corresponding improvement suggestion. In order to help the first-line teachers to improve the quality of the classroom teaching better, the author selects the national high-quality class with the same subject content as the research object, and uses EQUIP and CCIAS to carry out the analysis, and the characteristics of the high-quality inquiry teaching are described in depth. These studies have a great effect on the teacher's effective discovery of the problems existing in the inquiry teaching, the improvement of the teaching process and the promotion of the professional development of the teachers. EQUIP is a qualitative analysis framework, which includes five elements of time utilization, teaching, discourse, evaluation and course. The author uses this tool to analyze the inquiry teaching of C teacher and Y teacher, and find the following characteristics: (1) the overall level of the inquiry teaching is in the middle level (the inquiry in development); (2) the teaching order level is low; (3) the teacher is the center and the interaction is less; (4) The teaching evaluation is based on the understanding of knowledge, and the lack of independent critical thinking training; and (5) the exploration of teaching lacks the construction of a large concept. The teaching process is focused on the teacher as the center and the teaching method is guided and taught. In this paper, the author analyzes the transcription text of the inquiry teaching of C teachers and Y teachers by the improved chemical classroom interactive analysis coding system (CCIAS), and further supports the two teachers' inquiry into the classroom teacher's language by more than 70%. The whole lesson is still the traditional way to support the demonstration experiment and question. From the qualitative and quantitative analysis of the English teacher of high quality class L by EQUIP and CCIAS, the following characteristics are: (1) The whole teaching of the inquiry is at the middle or above level; (2) the order of the classroom inquiry activity is slightly higher; (3) the students are the center and the interaction is much; (4) The teaching evaluation is based on the knowledge application; (5) the inquiry teaching focuses on the value-based construction. The whole class of teacher's language is only 45.2%, and the interaction with the students is very close. The innovation of the paper is as follows: (1) An in-depth literature study of the inquiry teaching quality analysis framework (EQUIP) is carried out; (2) the chemical classroom interactive analysis coding system (CCIAS) is improved; (3) EQUIP is used and supplemented with the CCIAS, The paper makes a detailed analysis of the practical class of the chemistry inquiry teaching from both qualitative and quantitative aspects.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.8
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