Journal of East China Normal University(Educational Sciences) ›› 2023, Vol. 41 ›› Issue (4): 1-21.doi: 10.16382/j.cnki.1000-5560.2023.04.001
Yonghe Zheng1, Xuanyang Yang1, Jingying Wang1, Jia Li2, Yangxu Lu3, Shuhui Li2, Yujing Yang4, Xiaolin Zhang1
Online:
2023-04-01
Published:
2023-03-11
Yonghe Zheng, Xuanyang Yang, Jingying Wang, Jia Li, Yangxu Lu, Shuhui Li, Yujing Yang, Xiaolin Zhang. Current Situation, Influence and Suggestions of China’s Elementary School Science Teacher: Based on a Large-Scale Survey in 31 Provinces[J]. Journal of East China Normal University(Educational Sciences), 2023, 41(4): 1-21.
"
维度 | 一级指标 | 二级指标 |
1. 背景信息 | 个人情况 | 性别、年龄、学历、专业、所在省份 |
从教信息 | 职称、专兼任、教龄、小学科学教龄、学校类别、教师资格证、聘用方式 | |
2. 知识与信念 | 专业知识 | 学科知识、跨学科知识、前沿知识 |
认识论信念 | 科学本质、科学探究、科学教师角色 | |
教学信念 | 教学理念、师生关系、学生评价 | |
3. 教学实践 | 一般教学法 | 学习心理、教学设计、教学评价 |
学科教学法 | 概念规律教学、探究教学、跨学科与问题解决式教学 | |
实践型智慧 | 师生互动、高阶思维、信息技术 | |
4. 专业发展 | 教师培训质量 | 内容、频率、教材培训 |
教育教学支持 | 课时、实验员、参考资料 | |
学校氛围 | 开课安排、实验室、教研共同体 | |
混合问题 | 影响原因(有序多选)、最大问题(开放题) |
"
检验变量 | 初中 (A) | 中专(高中)(B) | 大学专科(C) | 大学本科(D) | 硕士 (E) | 博士 (F) | 其他 (G) | |
知识与信念 | 均值 | 2.67 | 2.65 | 2.68 | 2.74 | 3.05 | 3.13 | 2.69 |
标准差 | 0.62 | 0.58 | 0.58 | 0.60 | 0.60 | 0.87 | 0.59 | |
F | 156.193*** | |||||||
事后比较 | D>B D> C E>A E>B E>C E>D E>G | |||||||
教学实践 | 均值 | 3.03 | 3.18 | 3.18 | 3.17 | 3.35 | 3.62 | 3.10 |
标准差 | 0.79 | 0.64 | 0.63 | 0.66 | 0.66 | 0.89 | 0.64 | |
F | 29.078*** | |||||||
事后比较 | C>D E>A E>B E>C E>D E>G F>A |
"
检验变量 | 未定级(A) | 三级(B) | 二级(C) | 一级(D) | 高级(E) | 正高级(F) | |
知识与信念 | 均值 | 2.83 | 2.75 | 2.74 | 2.67 | 2.69 | 3.01 |
标准差 | 0.56 | 0.59 | 0.59 | 0.60 | 0.60 | 0.72 | |
F | 242.785*** | ||||||
事后比较 | A>B A>C A>D A>E B>D B>E C>D C>E E>D F>B F>C F>D F>E | ||||||
教学实践 | 均值 | 3.22 | 3.15 | 3.14 | 3.17 | 3.23 | 3.64 |
标准差 | 0.63 | 0.64 | 0.66 | 0.66 | 0.64 | 0.74 | |
F | 77.242*** | ||||||
事后比较 | A>B A>C A>D D>C E>B E>C E>D F>A F>B F>C F>D F>E |
"
预测 变量 | B | 标准误 | Beta(β) | t值 | |||||||||||
知识 信念 | 教学 实践 | 职业 素养 | 知识 信念 | 教学 实践 | 职业 素养 | 知识 信念 | 教学 实践 | 职业 素养 | 知识 信念 | 教学 实践 | 职业 素养 | ||||
截距 | 2.756 | 3.289 | 2.766 | 0.014 | 0.021 | 0.014 | 144.599*** | 155.982*** | 191.538*** | ||||||
性别 | ?0.032 | ?0.089 | ?0.047 | 0.003 | 0.004 | 0.003 | ?0.024 | ?0.061 | ?0.044 | ?8.503*** | ?21.462*** | ?16.387*** | |||
地理区域 | ?0.023 | ?0.020 | ?0.029 | 0.001 | 0.001 | 0.001 | ?0.066 | ?0.054 | ?0.104 | ?24.532*** | ?19.910*** | ?41.125*** | |||
学校类型 | 0.029 | 0.015 | 0.045 | 0.001 | 0.001 | 0.001 | 0.065 | 0.031 | 0.128 | 22.723*** | 10.626*** | 47.398*** | |||
年龄 | ?0.007 | 0.006 | ?0.005 | 0.003 | 0.004 | 0.003 | ?0.012 | 0.010 | ?0.010 | ?1.964 | 1.611 | ?1.767 | |||
最终学历 | 0.032 | 0.008 | 0.027 | 0.002 | 0.004 | 0.002 | 0.03 | 0.007 | 0.031 | 9.879*** | 2.186* | 10.954*** | |||
专业类别 | 0.017 | 0.008 | 0.012 | 0.001 | 0.001 | 0.001 | 0.039 | 0.017 | 0.033 | 14.52*** | 6.120*** | 13.034*** | |||
教资拥有 | ?0.006 | 0.032 | 0.010 | 0.008 | 0.012 | 0.008 | ?0.002 | 0.008 | 0.004 | ?0.553 | 2.694** | 1.297 | |||
教资获得 | ?0.009 | ?0.011 | ?0.007 | 0.001 | 0.001 | 0.001 | ?0.023 | ?0.026 | ?0.023 | ?8.232*** | ?9.313*** | ?8.883*** | |||
教师聘用 | ?0.02 | ?0.025 | ?0.020 | 0.001 | 0.002 | 0.001 | ?0.037 | ?0.042 | ?0.046 | ?11.18*** | ?12.435*** | ?14.822*** | |||
职称 | ?0.015 | ?0.021 | ?0.020 | 0.002 | 0.002 | 0.002 | ?0.032 | ?0.040 | ?0.052 | ?6.904*** | ?8.505*** | ?11.902*** | |||
教龄 | ?0.039 | ?0.007 | ?0.023 | 0.002 | 0.003 | 0.002 | ?0.092 | ?0.015 | ?0.067 | ?13.158*** | ?2.168* | ?10.214*** | |||
科学课教龄 | 0.065 | 0.083 | 0.072 | 0.001 | 0.002 | 0.001 | 0.111 | 0.130 | 0.153 | 36.334*** | 41.929*** | 52.842*** | |||
专兼任 | 0.236 | 0.241 | 0.295 | 0.003 | 0.004 | 0.003 | 0.182 | 0.170 | 0.283 | 63.894*** | 58.970*** | 105.455*** |
"
预测变量 | B | 标准误 | Beta(β) | t值 |
截距 | 2.253 | 0.018 | 127.265*** | |
性别 | ?0.019 | 0.003 | ?0.014 | ?5.386*** |
地理区域 | ?0.043 | 0.001 | ?0.124 | ?50.510*** |
学校类型 | 0.093 | 0.001 | 0.205 | 78.862*** |
年龄 | ?0.014 | 0.003 | ?0.024 | ?4.128*** |
最终学历 | 0.041 | 0.003 | 0.038 | 13.566*** |
专业类别 | 0.010 | 0.001 | 0.022 | 8.974*** |
教资拥有 | 0.006 | 0.010 | 0.001 | 0.562 |
教资获得 | ?0.002 | 0.001 | ?0.005 | ?1.784 |
教师聘用 | ?0.016 | 0.002 | ?0.028 | ?9.424*** |
职称 | ?0.024 | 0.002 | ?0.049 | ?11.564*** |
教龄 | ?0.022 | 0.003 | ?0.052 | ?8.246*** |
科学课教龄 | 0.067 | 0.002 | 0.112 | 40.256*** |
专兼任 | 0.408 | 0.003 | 0.308 | 119.031*** |
陈君 & 高立伟. (2016). 教师职后培训体系改革的国际经验及其启示. 中小学教师培训, 05, 74- 78.
doi: 10.3969/j.issn.1005-1058.2016.01.020 |
|
崔鸿, 王梦倩, & 薛松. (2021). 小学科学教育发展报告. 王挺 & 李秀菊, 中国科学教育发展报告(2021) . 北京: 社会科学文献出版社. | |
段戴平 & 林长春. (2011). 美国三项中小学科学教师专业标准的比较及其启示. 上海教育科研, 08, 35- 38.
doi: 10.16194/j.cnki.31-1059/g4.2011.08.009 |
|
樊文芳. (2015). 生态取向下小学科学教师专业发展的环境构建. 继续教育研究, 03, 70- 72.
doi: 10.3969/j.issn.1009-4156.2015.02.022 |
|
高潇怡 & 孙慧芳. (2020). 小学科学教师的跨学科概念理解: 水平、特征与建议. 教师教育研究, 32 (06), 68- 75. | |
和学新. (2018). 课程改革: 新世纪的国际视野. 中国社会科学出版社. | |
孔繁成. (2012). 中英两国教师教育课程标准比较及其启示. 中国教育学刊, 09, 67- 70. | |
潘洪建 & 张静娴. (2018). 小学科学课程实施: 成就、问题与政策建议. 当代教育与文化, 10 (04), 39- 45. | |
沈伟 & 李倩儒. (2020). 教师地位及其支持制度的国别比较: 基于中国、日本、韩国、芬兰、以色列的考察. 外国教育研究, 47 (10), 39- 53. | |
孙进. (2012). 德国教师教育标准: 背景•内容•特征. 比较教育研究, 34 (08), 30- 36. | |
田伟, 辛涛, & 胡卫平. (2021). 义务教育阶段的科学教育: 关键问题与对策建议. 北京师范大学学报(社会科学版), 03, 82- 91. | |
王钰巧 & 方征. (2016). 从TALIS(2013)解密芬兰教师教育一体化的经验与启示. 外国中小学教育, 05, 44- 48. | |
巫锐. (2021). 师范性与学术性的张力——21世纪德国综合性大学教师教育课程体系改革研究. 教育发展研究, 41 (09), 56- 62.
doi: 10.3969/j.issn.1008-3855.2021.09.009 |
|
杨帆 & 钟启旸. (2017). 教师建构主义教学能力的培养及其效果——基于TALIS 2013上海教师数据. 教育发展研究, 37 (18), 50- 57. | |
杨静. (2021). 核心素养背景下教师教学能力发展现状与对策建议——基于G市中小学教师的问卷调查. 现代教育管理, 12, 61- 69.
doi: 10.16697/j.1674-5485.2021.12.008 |
|
张一鸣, 王健, 白欣, & 和渊. (2021). 美国NSTA科学教师培养标准变革及启示. 课程. 教材. 教法, 41 (12), 130- 136. | |
郑永和, 王晶莹, 李西营, 杨宣洋, & 谢涌. (2021). 我国科技创新后备人才培养的理性审视. 中国科学院院刊, 36 (07), 757- 764.
doi: 10.16418/j.issn.1000-3045.20210518007 |
|
朱小虎 & 张民选. (2019). 教师作为终身学习的专业——上海教师教学国际调查(TALIS)结果及启示. 教育研究, 40 (07), 138- 149. | |
Akuma, F. V., & Callaghan, R. (2019). A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry-based practical work. Journal of Research in Science Teaching, 56 (5), 619- 648.
doi: 10.1002/tea.21516 |
|
Dogan, S., Pringle, R., & Mesa, J. (2016). The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: A review. Professional Development in Education, 42 (4), 569- 588.
doi: 10.1080/19415257.2015.1065899 |
|
Eberle, F. (2008). Teaching and Coherent Science: An Investigation of Teachers’ Beliefs About and Practice of Teaching Science Coherently. School Science and Mathematics, 108 (3), 103- 112.
doi: 10.1111/j.1949-8594.2008.tb17813.x |
|
Jones, M. G., Gardner, G. E., Robertson, L., & Robert, S. (2013). Science Professional Learning Communities: Beyond a singular view of teacher professional development. International Journal of Science Education, 35 (10), 1756- 1774.
doi: 10.1080/09500693.2013.791957 |
|
Kind, V., & Chan, K. K. H. (2019). Resolving the amalgam: Connecting pedagogical content knowledge, content knowledge and pedagogical knowledge. International Journal of Science Education, 41 (7), 964- 978.
doi: 10.1080/09500693.2019.1584931 |
|
Lederman, N. G. , & Abell, S. K. (2014). Handbook of research on science education, volume II (Vol. 2). Routledge. | |
Lederman, N. G. , & Lederman, J. S. (2012). Nature of scientific knowledge and scientific inquiry: Building instructional capacity through professional development. In Second international handbook of science education (pp. 335−359). Springer. | |
Lee, S. W. -Y., Luan, H., Lee, M. -H., Chang, H. -Y., Liang, J. -C., Lee, Y. -H., Lin, T. -J., Wu, A. -H., Chiu, Y. -J., & Tsai, C. -C.. (2021). Measuring epistemologies in science learning and teaching: A systematic review of the literature. Science Education, 105 (5), 880- 907. | |
Mills, R., Bourke, T., & Siostrom, E. (2020). Complexity and contradiction: Disciplinary expert teachers in primary science and mathematics education. Teaching and Teacher Education, 89, 103010.
doi: 10.1016/j.tate.2019.103010 |
|
Milner, A. R., Sondergeld, T. A., Demir, A., Johnson, C. C., & Czerniak, C. M. (2012). Elementary Teachers’ Beliefs About Teaching Science and Classroom Practice: An Examination of Pre/Post NCLB Testing in Science. Journal of Science Teacher Education, 23 (2), 111- 132.
doi: 10.1007/s10972-011-9230-7 |
|
National Academies of Sciences, Engineering, and Medicine. (2015). Science Teachers’ Learning: Enhancing Opportunities, Creating Supportive Contexts. The National Academies Press. | |
Park, S., Choi, A., & Reynolds, W. M.. (2020). Cross-national investigation of teachers’ pedagogical content knowledge (PCK) in the US and South Korea: What proxy measures of teacher quality are related to PCK?. International Journal of Science Education, 42 (15), 2630- 2651. | |
Rogers, L., & Twidle, J. (2013). A pedagogical framework for developing innovative science teachers with ICT. Research in Science & Technological Education, 31 (3), 227- 251. | |
Schneider, R. M., & Plasman, K. (2011). Science teacher learning progressions: A review of science teachers’ pedagogical content knowledge development. Review of Educational Research, 81 (4), 530- 565.
doi: 10.3102/0034654311423382 |
|
van Aalderen-Smeets, S. I., Walma van der Molen, J. H., & Asma, L. J. F. (2012). Primary teachers’ attitudes toward science: A new theoretical framework. Science Education, 96 (1), 158- 182.
doi: 10.1002/sce.20467 |
|
Zapata, M., & Gallard, A. J. (2007). Female science teacher beliefs and attitudes: Implications in relation to gender and pedagogical practice. Cultural Studies of Science Education, 2 (4), 923- 985.
doi: 10.1007/s11422-007-9069-6 |
|
Zembal-Saul, C. (2018). The Role of Teacher Education in Advancing Reform in Primary Science Education. In Primary Science Education in East Asia (pp. 229−241). Springer. |
[1] | Kai-ming Cheng. Jiaoyan: the Treasure in China’s Education [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(5): 1-11. |
[2] | Yi Wei, Bin Luo, Xiuyan Lin, Zhijun Yang, Meng Wang. The Effects of District-level and School-level Teaching-research Activities on Student Achievement: Evidence from Haidian District of Beijing [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(5): 12-54. |
[3] | Lu Wang, Ruxia Ma, Le Peng. Characteristics of Different Teacher Groups’ Teaching Behavior Improvement Based on Experiential Learning Cycle [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(2): 61-74. |
[4] | WEI Rui,LIU Sheng,SHI Man,ZHOU Ping-Yan,WANG Ying,CHEN You-Yi,LIU Xia,LIU Jian. Supporting 21st Century Competencies Education [J]. Journal of East China Normal University(Educationa, 2016, 34(3): 46-51. |
[5] | WANG Jia-Qiang. The NonReflective Approach to Teacher Development [J]. Journal of East China Normal University(Educationa, 2014, 32(4): 40-46. |
[6] | ZHOU Huan, YI Xinfa, HU Weiping. The confusion of student teacher and its solution ——A theoretical model of student teacher’ s “reality shock” [J]. Journal of East China Normal University(Educationa, 2014, 32(2): 67-73. |
Viewed | ||||||
Full text |
|
|||||
Abstract |
|
|||||