小学科学教师中庸思维与科学观关系的实证研究

曲铭峰; 张红霞; 陆琪; 吕林海; 万东升; 郁波

doi:10.16382/j.cnki.1000-5560.2017.03.010

小学科学教师中庸思维与科学观关系的实证研究

doi: 10.16382/j.cnki.1000-5560.2017.03.010

1.
南京大学教育研究院, 南京 210093
2.
江苏第二师范学院教育科学学院, 南京 210013
3.
中国教育科学研究院, 北京 100088

基金项目:

江苏省“2011计划““基础教育人才培养模式协同创新” 南京师范大学主持

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出版历程
- 刊出日期: 2017-05-20

Correlation between Zhongyong Thinking and Views of Science among Primary Science Teachers in China

1.
Institute of Education, Nanjing University, Nanjing 210093, China
2.
The Second Normal University in Jiangsu Nanjing 210013, China
3.
Chinese Institute of Education Beijing 100088, China

摘要

摘要: 科学教师的科学观发展深受本土文化影响。基于大样本问卷调查和结构方程模型方法，本研究初步揭示了我国小学科学教师的中庸思维与科学观之间的复杂关系：对于经典科学观，中庸思维三个因子中的“深思熟虑”和“谦让宽容”呈现正效应，而“以和为贵”则大致为负效应；而对于现代科学观，结构方程的因果模型尚难建立。对中庸思维、经典科学观和现代科学观进行的聚类分析显示，教师可分为四大群体：成熟思维群体、科学主义群体、后现代主义群体和能力欠缺群体。科学教师培训须从经典科学做起，循序渐进，对症下药。
- 中庸思维 /
- 经典科学观 /
- 现代科学观 /
- 后现代科学观 /
- 科学观发展
Abstract: Using structure equation model and other models, this study, based on a national survey of primary school science teachers in China, seeks to explore the complex correlation between teachers' Zhongyong thinking and their views of science. It introduces a proxy variable of Zhongyong thinking in Chinese culture into the model, while dividing views of science into the classic one and the modern one. It has been found that: (a) teachers' Zhongyong thinking does not necessarily constitute an obstacle to the development of teachers' views of science; more than 1/3 of the participants developed their Zhongyong and science views synchronously with positive correlation co-efficient; (b) Zhongyong thinking and views of science are both mutually enhanced and offset; (c) about 1/5 post-modernists had higher modern science score than the classic score, which was against the historic process of science; (d) Fourth, there is no positive correlation between Zhongyong thinking and modern views of science. The article concludes with the suggestion that science teacher training in China should start from the stage of classic science, and give different people with different programs. Also, science education programs should be scheduled in line with the historical process instead of "skip-over development".
- Zhongyong thinking /
- classic views of science /
- modern views of science /
- post-modern views of science /
- development of views on science

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图 1 中庸思维量表测量模型

Chi-Square=478.82, df=32, P=0.000, RMSEA=0.083, NNFI=0.85, CFI=0.90

下载: 全尺寸图片幻灯片

图 2 经典科学观量表测量模型

Chi-Square=241.57, df=38, P=0.000, RMSEA=0.052, NNFI=0.91, CFI=0.94

下载: 全尺寸图片幻灯片

图 3 现代科学观量表测量模型

Chi-Square=566.09, df=51, P=0.000, RMSEA=0.071, NNFI=0.95, CFI=0.96

下载: 全尺寸图片幻灯片

图 4 中庸思维与经典科学观结构方程模型

Chi-Square=510.57, df=71, P=0.000, RMSEA=0.065, NNFI=0.842, CFI=0.876(图中左列“中庸1……中庸10”所代表的题目具体内容同图 1)

下载: 全尺寸图片幻灯片

表 1 中庸思维和两种科学观聚类分析结果 (Z分数)

量表	1类	2类	3类	4类	F (Sig)
现代科学观	6.75	-1.04	1.56	-11.19	1347.65^***
经典科学观	1.39	2.53	-5.76	0.06	399.24^***
中庸思维	1.84	0.16	-0.91	-1.98	47.02^***
样本数 (百分比)	460(34%)	444(33%)	262(19%)	195(14%)	总数1361(100%)
* * *表示显著性水平α < 0.001

下载: 导出CSV

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