教师教育研究
教師教育研究
교사교육연구
Teacher Education Research
2014年
3期
28~35
,共null页
探究教学 观念系统 陈述性观念 条件和程序性观念 经验图式
探究教學 觀唸繫統 陳述性觀唸 條件和程序性觀唸 經驗圖式
탐구교학 관념계통 진술성관념 조건화정서성관념 경험도식
inquiry teaching; conception system ; declarative cognition; procedural cognition and conditional knowledge;experienced schema
许多教师认同探究教学观念，但缺少相应的探究教学行为。通过大样本调查发现，教师持有的探究教学观念分为陈述性观念、条件和程序性观念、探究教学经验图式三种形式。其中当探究教学观念仅为陈述性观念时，很难转变为教学行为，当教师持有的探究教学观念达到经验图式时，最容易产生相应的教学行为。另外，探究教学能力强的教师除经验图式丰富外，其陈述性观念、条件和程序性观念也更倾向于将探究价值定位于促进学生学科方法能力的发展和促进科学素养发展，倾向于关注探究教学的思维性特征和论证性特征，以及以思维活动作为开放性教学环节的活动内容。
許多教師認同探究教學觀唸，但缺少相應的探究教學行為。通過大樣本調查髮現，教師持有的探究教學觀唸分為陳述性觀唸、條件和程序性觀唸、探究教學經驗圖式三種形式。其中噹探究教學觀唸僅為陳述性觀唸時，很難轉變為教學行為，噹教師持有的探究教學觀唸達到經驗圖式時，最容易產生相應的教學行為。另外，探究教學能力彊的教師除經驗圖式豐富外，其陳述性觀唸、條件和程序性觀唸也更傾嚮于將探究價值定位于促進學生學科方法能力的髮展和促進科學素養髮展，傾嚮于關註探究教學的思維性特徵和論證性特徵，以及以思維活動作為開放性教學環節的活動內容。
허다교사인동탐구교학관념，단결소상응적탐구교학행위。통과대양본조사발현，교사지유적탐구교학관념분위진술성관념、조건화정서성관념、탐구교학경험도식삼충형식。기중당탐구교학관념부위진술성관념시，흔난전변위교학행위，당교사지유적탐구교학관념체도경험도식시，최용역산생상응적교학행위。령외，탐구교학능력강적교사제경험도식봉부외，기진술성관념、조건화정서성관념야경경향우장탐구개치정위우촉진학생학과방법능력적발전화촉진과학소양발전，경향우관주탐구교학적사유성특정화론증성특정，이급이사유활동작위개방성교학배절적활동내용。
Many teachers know inquiry teaching well, but do inquiry teaching little. The conclusion of a questionnaire survey is teachers＇ conception of inquiry teaching is stored by three styles; these are declarative cognition, procedural cognition and conditional knowledge, experienced schema. If teacher only has the style of declarative cognition, it＇ s difficult to do inquiry teaching; if teacher has the style of experienced schema, it＇ s easier to carry out inquiry teaching. By research, the excellent teachers have more experienced schema of inquiry teaching; when they implement inquiry teaching, they intend more to students＇ understanding of methods of subject-matter and students＇ scientific capacity; they value the deeply thinking and reasoning as the characteristic of inquiry teaching; and they using deeply thinking activity as teaching content.
