基于NVivo的卓越化学教师课堂教学创新能力评价*——以东芝杯教学技能创新大赛为例

研究采用视频分析法,利用NVivo软件,以东芝杯教学技能创新大赛的化学组选手为对象,从教学理念、教学情境、实验设计和教学手段等4个维度,评价卓越职前化学教师课堂教学的创新能力。结果发现:教学理念新颖,但具体落实尚有不足;情境创设生动,但主题与学生的联系不够紧密;实验设计别致,但在水平上还有提升空间;教学技术手段先进,但还需要深度融合。研究为创新型卓越化学教师的培养提供了启示。     

Characteristics of Second Graders' Mathematical Writing

This study compared the characteristics of second graders' mathematical writing between an intervention and comparison group. Two six‐week Project M2 units were implemented with students in the intervention group. The units position students to communicate in ways similar to mathematicians, including engaging in verbal discourse where they themselves make sense of the mathematics through discussion and debate, writing about their reasoning on an ongoing basis, and utilizing mathematical vocabulary while communicating in any medium. Students in the comparison group learned from the regular school curriculum. Students in both the intervention and comparison groups conveyed high and low levels of content knowledge as indicated in archived data from an open‐response end‐of‐the‐year assessment. A multivariate analysis of variance indicated several differences favoring the intervention group. Both the high‐ and low‐level intervention subgroups outperformed the comparison group in their ability to (a) provide reasoning, (b) attempt to use formal mathematical vocabulary, and (c) correctly use formal mathematical vocabulary in their writing. The low‐level intervention subgroup also outperformed the respective comparison subgroup in their use of (a) complete sentences and (b) linking words. There were no differences between groups in their attempt at writing and attempts at and usage of informal mathematical vocabulary.     

Disappearing x: When solving does not mean finding the solution set

This study deals with preservice elementary teachers’ responses to linear equations and inequalities that had infinite solution sets. In particular, these tasks dealt with situations where the variable is eliminated during standard symbolic manipulation. The results reveal that infinite solution sets proved difficult for the participants, particularly when prompted to solve the linear equations and inequalities. When the direction prompt was changed, there was increased success in finding the correct solution set. The directional prompts changed the types of solution strategies as well as the nature of responses. In addition, participants stated the belief that different, mathematically equivalent prompts required different, non-equivalent, types of solutions and allowed for different solution strategies.     

An analysis of the form and content of quadrilateral definitions composed by novice pre-service teachers

Mathematical definitions are an important mathematical construct which has been noted as a challenging topic for both teachers and students. This study provides an analysis of the form and content of a set of 308 definitions of quadrilateral types provided by 44 novice pre-service elementary teachers (NPSTs) who had not yet studied geometry or definitions on the college level. Analysis of definition structure including necessary, sufficient, and minimal conditions, as well as hierarchical and partitional structure, provides insight into what NPSTs may think about the form of mathematical definitions in general. Analysis of the properties used in definitions of each shape type and the frequency of those properties reveals the shape types with which NPSTs are most and least familiar. These results are presented alongside possible applications and implications for instruction.     

Secondary mathematics teachers’ meanings for measure,slope, and rate of change

This article reports an investigation of 251 high school mathematics teachers’ meanings for slope, measurement, and rate of change. The data was collected with a validated written instrument designed to diagnose teachers' mathematical meanings. Most teachers conveyed primarily additive and formulaic meanings for slope and rate of change on written items. Few teachers conveyed that a rate of change compares the relative sizes of changes in two quantities. Teachers’ weak measurement schemes were associated with limited meanings for rate of change. Overall, the data suggests that rate of change should be a topic of targeted professional development.     

带定价决策的供应商管理库存合同设计

高校教师绩效工资管理系统的设计得益于管理科学与信息技术的有机结合,并基于高校教师的职业与人事管理特征有效实现管理自动化、信息透明化、公平效率化的设计初衷。系统通过几个主要功能模块的分工与流程,结合系统的参数设置与运算,可以自动生成教师的绩效津贴。从而实现高校有限资源的优化配置与绩效工资的合理分配,在激励教职员工爱岗敬业、自我实现的同时,实现教师个人与高校优势互补、和谐共进的多赢局面。     

Turkish Preservice Primary School Teachers' Science Teaching Efficacy Beliefs and Attitudes Toward Science: The Effect of a Primary Teacher Education Program

The main purpose of this study was to investigate the effectiveness of a primary teacher education program in improving science teaching efficacy beliefs (personal science teaching efficacy beliefs and outcome expectancy beliefs) of preservice primary school teachers. The study also investigated whether the program has an effect on student teachers' attitudes toward science. Data were collected by administering the “Science Teaching Efficacy Beliefs Instrument” and “Attitudes toward Science Scale” to 282 preservice primary teachers (147 freshmen, 135 seniors). Statistical techniques such as means and t‐test were used to analyze the data. Results of the study showed that the primary teacher education program has a medium positive effect on science teaching efficacy beliefs of the primary preservice teachers (t = 4.791, p = .000) and that there were no gender differences in terms of efficacy beliefs. Results also indicated that preservice primary teachers' attitudes toward science were moderately positive and differ by class level. Fourth‐year preservice teachers' attitudes toward science were found to be significantly more positive than the first years (t = 5.494, p = .000). There were no gender differences in attitudes toward science.     

职前与在职化学教师对教学能力认知差异的实证研究*

采用定量的方法对112位化学师范生和83位中学化学教师进行问卷调查,了解职前、在职教师对教学能力要素重要性认识的情况,问卷涉及本体要素、工具要素、条件要素、实践要素、情意要素和发展要素等6大维度。基于Rasch测量模型,利用ConQuest,Winstep,SPSS22.0软件对数据进行统计分析。研究发现:(1)问卷具有良好的信效度;(2)师范生、在职教师均把情意要素作为教学能力的首要成分,其次依次是本体要素、发展要素、实践要素,工具要素与条件要素排在其他要素之后;(3)工具要素重要性赞同度师范生显著高于在职教师,其余维度差异不显著,不同性别各维度重要性赞同度也无显著性差异;(4)由ConQuest多维分析所建立的项目被试图可以直观展示不同维度上各教学能力的重要程度。