| 中文题名： | 面向教学的能量学习进阶研究 |
| 姓名： | |
| 保密级别： | 公开 |
| 论文语种： | 中文 |
| 学科代码： | 040102 |
| 学科专业： | |
| 学生类型： | 博士 |
| 学位： | 教育学博士 |
| 学位类型： | |
| 学位年度： | 2021 |
| 校区： | |
| 学院： | |
| 研究方向： | 物理课程与教学论 |
| 第一导师姓名： | |
| 第一导师单位： | |
| 第二导师姓名： | |
| 提交日期： | 2021-06-27 |
| 答辩日期： | 2021-06-27 |
| 外文题名： | The Development of an Instruction-based Energy Learning Progression in Middle School Physics |
| 中文关键词： | |
| 外文关键词： | Middle School Physics ; Learning Progression ; Energy ; Conceptual Profile Theory ; Project-based Learning |
| 中文摘要： |
随着科技发展，社会进步，发展核心素养成为了 21 世纪世界各国基础教育改革的主旋 律。我国中学围绕核心素养的改革以课程标准（2017 年版）的颁布为标志。促进学生核心 素养的发展成了中学阶段的科学课程的首要目标，所有教师和研究者面临新的挑战。为提 升学生的核心素养，需要开展学生学习的研究。学习进阶为学生的认知建模，开展学习进 阶的研究对于核心素养的发展意义重大。同时，围绕发展学科核心素养的目标，项目式教 学是一种有效的方式，在学术研究和教学实践中都备受关注。为此，本研究聚焦在物理核 心素养的重要组成——能量观念，开展面向教学的能量学习进阶研究，并在物理项目式教 学中进行两轮实证研究，以期为教学发展物理核心素养提供理论支撑和实践支持。 围绕面向教学的能量学习进阶，梳理相关主题的已有研究成果，包括：科学教育中的 学习进阶的研究、能量学习进阶的研究、中学物理能量概念的研究、能量概念教学的研究 和项目式教学的研究。在文献梳理基础之上，确定本研究的研究设计，它包含以下四个部 分：初步构建面向教学的能量学习进阶为起点，接着确定项目式教学为实证检验手段并进 行教学开发，两轮实证研究，最后形成面向教学的能量学习进阶。 第一部分，为构建面向教学的能量学习进阶，本研究确定三个进阶变量，形成面向教 学的能量学习进阶框架。本研究采用科学概念理解层级模型和能量轮廓理论作为独立于概 念本体的认知角度的进阶变量。1.对于能量概念本体，本研究基于共识性认识（能量概念 本体包括形式、转化和转移、守恒、耗散四个方面的核心认识）通过对概念本体层级结构 的分析，围绕四点核心认识，确定学生需要学习的重要子概念。这些重要子概念支持了学 生发展形成能量的核心认识，同时也具有自己内部的发展层级。2.本研究沿用现有学习进 阶研究中的进阶变量——科学概念理解的发展层级模型，具有事实经验、映射、关联、系 统和整合五个水平。它主张学生的学习发展是一个获得更多知识并且知识产生联系的过程。 它不涉及迷思概念，其指导下的教学关注在不发生激烈的重构的前提下增加新的知识。3. 教学需要关注和支持学生发生激烈的重构，以纳入新学内容到原有认知之中。为此引入能 量轮廓理论作为第三个进阶变量。能量轮廓地带是对能量的各种迷思概念进行挖掘找到背 后的认知推理方式，多个地带实际上代表了学生对能量概念存在的不同的认知推理方式所 形成的认识结果。作为进阶变量，本研究基于实证结果为能量轮廓理论的五个地带划分了 三个水平：生机地带处于最低水平，经验地带、实体地带、因果地带处于中间水平，科学 地带处于最高水平。在构建框架的基础之上，本研究面向教学的学习进阶具有七个水平以 及刻画了教学路径。第二部分，在教学中检验能量学习进阶，需要充分考虑教学内容适切性、教学高效性， 学生参与度高三个条件。针对上述条件，在物理项目式教学中检验面向教学的能量学习进 阶具有可行性和必要性。为此，基于面向教学的能量学习进阶，以项目式教学为脚手架， 开发了基于学习进阶的能量项目式教学。提出基于学习进阶的项目式教学材料的开发模型、 教学流程和教师培训。 第三部分为两轮实证研究。第一轮实证从原则和方法上检验面向教学的能量学习进阶， 第二轮进一步提升面向教学的能量学习进阶有效性。通过两轮实证的课堂观察和测试分析， 发现开发的教学极大的促进了学生对能量认知发展，这表明面向教学的能量学习进阶刻画 的教学路径科学、合理，有效促进学生认知发展。同时，从质性和量化两个角度检验了学 习进阶的水平：教学中学生展示了面向教学的能量学习进阶中的学习表现并且体现出了和 预设的水平相一致的循序发展；运用 Partial Credit Rasch Model 作为测量模型，数据结果支 持和检验了水平的高低。 最后，本研究形成了描述教学过程中学生对能量认知发展的面向教学的能量学习进阶， 确定了项目式教学是其有效检验手段，该学习进阶能够有效指导教学。本研究一定程度上 解决了研究界关于学习进阶如何发挥课堂教学指导作用的问题，丰富和拓展了学习进阶的 研究。本研究中的教学是一次围绕发展学生能量观念的有效的尝试，可以为后续研究提升 核心素养的教学的研究提供参考和借鉴。
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| 外文摘要： |
With the development of science and technology and prosperity of society, to promote key competencies has become the primary goal of K-12 education reform in the 21st century. The promulgation of series of Curriculum Standards for Senior High School (2017 Edition) has marked the curriculum reform centering on key competencies in China. To promote the key competencies has become the goal for science education in middle schools, which leads the all teachers and researchers to face new challenges. In order to promote the key competences for students, it is necessary to carry out research on how student learn. Leaning progressions (LPs), “descriptions of the successively more sophisticated ways of thinking about a topic that can follow one another as children learn” (NRC, 2007, p. 219), have been proposed as tools to support a range of persistent educational problems, thus is of great significance to the development of key competencies. Project-Based Learning (PBL) is an effective in developing students' key competencies, which has attracted much attention in both research and instructional practices. This study mainly focused on Energy understanding which is an important component of key competencies and developed Instruction-based Energy Learning Progression. Two rounds of empirical research were carried out in physics PBL in order to empirically verify the Instruction-based Energy Learning Progression. This study provided theoretical and practical support for the development of key competencies in K-12 physics curriculum.The relevant existing research results were reviewed and synthesized. On the basis of literature review, this study was designed to consist of the following four parts: the initial construction of Instruction-based Energy Learning Progression as the starting point, the development of physics PBL as the learning environment to empirical verify the Instruction-based Energy Learning Progression, two rounds of empirical research in physics PBL for junior high school physics curriculum, and finally the validated Instruction-based Energy Learning Progression in K-12 physics education. Firstly, this study proposed an Instruction-based Energy Learning Progression framework composed of three variables. In this study, the Hierarchical Model of Scientific Concepts Understanding and the Energy Profile Theory were used as the two cognitive variables, which were independent of the Energy ontology. 1, this study unpacked the four facets of energy ontology (form, transfer and transform, conservation, dissipation) to determine the specific concepts through the analysis of the ontology hierarchy of energy. Those specific concepts supported the development of understanding of the four facets of energy ontology, which further contributed to the understanding of Energy. Also, those specific concepts were identified with their own cognitive hierarchy.2, the Hierarchical Model of Scientific Concepts Understanding views students' development as a process of acquiring more knowledge and making more connections, which does not involve misunderstanding and rigorous reconstruction for student ideas. There are five levels of the model: Experience, Mapping, Relation, System and Integration. 3, instruction needs to pay attention to and support students' reconstruction for student ideas so as to incorporate the scientific ideas into the original framework. Energy profile theory was identified as the third variable to make up for it. The cognitive zones of Energy are established through the analysis of epistemological commitments, ontological commitments and axiological commitments behind misconceptions of Energy. This study assigned three levels to the five zones based on the empirical results: the vitalist zone was at the lowest level, the empiricist zone, the substantialist zone and the causal zone were at the middle level, and the scientific classical zone was at the highest level. On the basis of framework, the Instruction-based Energy Learning Progression was developed and the suggested teaching path was determined. Secondly, it was feasible and necessary to validate the learning progression in physics PBL according to the validating requirements. Thus, based on Instruction-based Energy Learning Progression and scaffolded by PBL, three physics PBL of Energy units were developed including teaching material and teaching process accompanied by teacher training (teacher and student behavioral goals). Thirdly, three physics PBL of Energy units were put into teaching practice in schools in Beijing and Chongqing. Through two rounds of two rounds of empirical research, it was found that students in Experimental group made significant progression in understanding Energy by controlled group through classroom observation and pen paper test analysis, which indicated that the teaching path suggested by Instruction-based Energy Learning Progression was valid and effective. Besides, the levels of Instruction-based Energy Learning Progression were verified from both qualitative and quantitative data. Finally, this study developed Instruction-based Energy Learning Progression in K-12 physics education and validated in physics PBL. This study solves the problem of how LPs plays a guiding role in classroom teaching, so as to enrich and expand the research on LPs. It is a meaningful attempt to develop students' energy understanding, which further promote key competences. This study provides reference for the follow-up research.
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| 参考文献总数： | 184 |
| 馆藏地： | 图书馆学位论文阅览区（主馆南区三层BC区） |
| 馆藏号： | 博040102/21001 |
| 开放日期： | 2022-06-27 |
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