摘要
本研究基于对我国6个地区4 002名中学科学(理科)教师的调查,对其批判性思维倾向和教学行为进行统计分析。数据表明,科学教师批判性思维总体倾向积极,开放与求真倾向得分最低;批判性思维总体倾向在不同职称教师中没有显著差异(P>0.05),并没有随着职称升高而递增;科学课堂中培养批判性思维的教学行为发生频率低;教师的批判性思维倾向对探究教学行为的回归模型显著,模型拟合度为0.25(ΔR2为0.23),其中好奇倾向对探究教学行为的预测作用最大;批判性思维倾向对训练型教学行为的回归模型显著,但拟合度差,其中求真倾向对训练型教学行为预测作用最大且为负向。
This study investigates 4 002 middle school science teachers in 6 regions of China. The data find positive critical thinking disposition of science teachers. Science teachers have the lowest scores for open-mindedness and truth-seeking. The critical thinking disposition has no significant difference among teachers of different job titles （P〉0. 05 ）. The critical thinking disposition does not increase with the increase of job title. Teaching behaviors that cultivate critical thinking rarely occur. The regression model of teachers＇ critical thinking disposition to inquiry teaching behavior is significant, with a model fit of 0. 25 （ △R2 is 0. 23）. Curiosity has the most positive effect on the prediction of inquiry-based teaching behavior. The regression model of critical thinking disposition for training-based teaching behavior is significant, hut the model fit is poor. Truth-seeking has the largest and negative effect on the prediction of training-based teaching behavior.
作者
张殷
罗星凯
张红霞
ZHANG Yin;LUO Xingkai;ZHANG Hongxia(Institute of Education,Nanjing University,Nanjing,210093,China;Guangxi Normal University,Guilin,541004,Chin;Institute of Education,Nanjing University,Nanjing,210093,China)
出处
《全球教育展望》
CSSCI
北大核心
2018年第8期59-68,共10页
Global Education
基金
本文系罗星凯教授(本文通讯联系人)主持的北京师范大学中国基础教育质量监测协同创新中心“区域教育质量健康体检与改进提升”之“科学素养测评与诊断改进”项目(项目编号：17QYHX-B001)的研究成果之一.
