化学师范生手持技术接受度与TPACK的相关性研究

以技术接受度模型(Technology Acceptance Model, TAM)与TPACK(Technological Pedagogical Content Knowledge,整合信息技术、教学法、学科内容的知识结构)理论为基础,以手持技术为技术接受度模型与TPACK中的技术对象,利用结构方程模型调查研究H大学化学师范生的手持技术接受度与TPACK的相关性。研究发现：(1)化学师范生对手持技术的行为意愿、感知易用性、主观规范正向影响TPACK的发展;(2)化学师范生对手持技术的感知有用性与自我效能正向影响行为意愿,并能通过行为意愿间接影响TPACK的发展。最后,基于研究结果,提出发挥示范引领作用、重视优质资源的整合应用等提升化学师范生手持技术TPACK的4条建议。     

Measuring pre-service teachers’ self-efficacy in tutoring children in primary mathematics: an instrument

This article reports on the use of Rasch modelling to develop and validate an instrument measuring self-efficacy in tutoring children in primary mathematics (SETcPM). In response to the literature on teacher efficacy, the 20-item instrument aims to inform teacher educators, and is designed for novice pre-service teachers (nPSTs) preparing to teach mathematics in primary school (grades 1–7, ages 6–13). To ensure that the tasks of teaching are imaginable for nPSTs, the instrument targets the core activity of teaching mathematics: helping a generic child with mathematics tasks. We propose that SETcPM is measurable for the intended population and represents a central part of self-efficacy in teaching mathematics (SETM). Understanding the initial SETcPM of novices and mapping its development over the course of their training programme can contribute to a better understanding of SETM, and allow teacher educators to tailor their support.     

数学建模对高职院校数学教师专业发展推动作用的研究——以海南省公办和民办高职院校比较为例

通过问卷调查了解数学建模对海南省高职院校数学教师专业发展推动作用,利用Spss软件将公办、民办教师反馈的相关信息做对比分析,探讨这两个类型学院教师的参与度情况、推动成效、师资培训力度等方面的差异,调研数学建模对高职院校数学教师专业发展的推动成效.     

Examining middle school pre-service teachers’ knowledge of fraction division interpretations

This study investigated 11 pre-service middle school teachers’ solution strategies for exploring their knowledge of fraction division interpretations. Each participant solved six fraction division problems. The problems were organized into two sets: symbolic problems (involving numbers only) and contextual problems (involving measurement interpretation and the determination of unit rate interpretation). Results showed that most of the participants exhibited a great amount of procedural knowledge as they applied algorithms to obtain the correct answers to the symbolic problems. They also exhibited a great amount of conceptual understanding of how and why they obtained the correct answers to the contextual problems. However, the pre-service middle school teachers neither provided interpretations to the symbolic problems nor accepted that the contextual problems involved fraction division operation. The results suggest that the measurement and rate concepts were often unlinked to fraction division.     

Characterizing STEM Teacher Education: Affordances and Constraints of Explicit STEM Preparation for Elementary Teachers

Although science, technology, engineering, and mathematics (STEM) education sits at the center of a national conversation, comparatively little attention has been given to growing need for STEM teacher preparation, particularly at the elementary level. This study analyzes the outcomes of a novel, preservice STEM teacher education model. Building on both general and STEM‐specific teacher preparation principles, this program combined two traditional mathematics and science methods courses into one STEM block. Analysis compared preservice teachers in the traditional courses with those enrolled in the STEM block, investigating STEM teaching efficacy, reported and exhibited pedagogical practices, and STEM literacies using a pre‐post survey as well as analysis of lesson planning products. Linear regression models indicated that substantial growth was seen in both approaches but STEM block preservice teachers reported significantly greater gains in STEM teaching efficacy as compared with traditional‐route teachers. Lesson planning artifacts also demonstrated increased facilitation of STEM literacies, with specific attention to content integration, engineering and design, and arts inclusion. Technology and computational thinking emerged as areas for further growth and clarification in STEM teacher education models. Findings contribute to a growing research base on developing the STEM teacher workforce.     

理科教师教学反思实证研究特点与展望

教师加强教学反思是基础教育改革的时代要求,也是教师专业发展的重要途径。通过对近10年理科教师教学反思实证研究的梳理与分析,把脉当前国内外研究进展,厘定我国理科教师教学反思实证研究发展方向,即理科教师教学反思的范式研究、基于学生视角的教学反思研究、理科教师教学反思的跟进研究、职前理科教师教学反思培养研究,以期为当前理科教师教学反思研究提供参考。     

关注学科知识的职前化学教师自主研修——基于“化学师范生备课组”的活动个案

学科知识是师范生专业素质的重要组成部分,研究基于化学师范生备课组以学科知识强化为主题的研修活动,从备课选题、研修过程、问题批判等方面探讨化学师范生学科知识强化新途径,评析化学师范生备课组的价值。     

高师生实验探究洋葱中挥发性化学物质

利用实验室一般仪器,对洋葱中挥发性化学成分如含硫化合物、醇类、醛类、羧酸进行了定性检测,旨在让高师生体验探究学习,掌握探究方法,发展实验设计和探究能力。     

医用化学课堂教学中强化素质教育的探索与实践

在医用化学课堂教学中,从提高教师自身素质入手,运用精心设计新课导语、加强化学与医学的联系等手段,对学生进行思维能力的培养训练,有效激发学生的智慧潜能和主动精神,养成积极主动的参与意识,达到强化素质教育的目的。     

高等师范院校“绿色化学”课程中开展“研究性学习”的教学实践

为适应当前基础教育改革的需求,培养优秀师范人才,在高等师范院校开展"研究性学习"实践活动具有特殊的意义。探讨了在内蒙古师范大学"绿色化学"课程教学中开展"研究性学习"的可行性问题,以及具体的教学实践过程和教学模式,最后对取得的教学效果进行了分析和评价。