摘要
科学教师的学科知识水平不但会影响教师的教学行为,还会影响学生的学习行为和学习效果。本研究通过质性访谈等揭示我国中学科学教师的学科知识发展困境,发现存在中学教师-师范生-中学教师的内循环现象。中学阶段存在应试型学科知识范式,职前科学教师教育学科课程与中学脱节,教师职后培训课程中学科知识缺位,资格认证对学科知识要求不高等四个方面是导致科学教师学科知识内循环的主要原因。为了突破科学教师学科知识内循环困境,应该变革教育评价机制,发展教师教育学科课程,优化科学教师学科培训,完善教师资格与认证制度。
The subject knowledge of science teachers holds significant pedagogical value,not only influencing their teaching behaviors but also shaping students’learning behaviors and outcomes.This study,through qualitative interviews and other methods,reveals the development predicament of subject knowledge among middle school science teachers in China,with a phenomenon of an internal cycle of middle school teachers⁃pre⁃service teachers⁃middle school teachers.Four aspects contrib⁃ute to the internal cycle of science teachers’subject knowledge:the exam⁃oriented subject knowledge paradigm in middle school,the disconnection between pre⁃service science teacher education subject courses and middle school education,the absence of middle school subject knowledge in post⁃service teacher training courses,and the low requirements for subject knowledge in teacher qualification and certification.To break through the internal cycle of science teachers’subject knowl⁃edge,it is necessary to reform the evaluation mechanism of middle school education,improve teacher education subject courses,carry out subject training for teachers,and perfect the teacher qualification and certification system.
作者
张军
ZHANG Jun(College of Teacher Education,Southwest University,Chongqing,400715,China)
出处
《教师教育研究》
2025年第4期17-23,共7页
Teacher Education Research
基金
全国社会科学基金教育学一般项目“教育数字化促进民族地区科学教师‘在地’专业发展的机制创新研究”(BMA230241)研究成果。
关键词
科学教师
教师知识
学科知识
科学教师教育
science teacher
teacher knowledge
subject knowledge
science teacher education
作者简介
张军,西南大学教师教育学院副教授,教育学博士,主要研究方向为教师教育、科学教育,E⁃mail:zhangjuntop@163.com。
