中美高中物理教师对探究教学认识的比较研究——基于四节探究教学录像的量化分析

Comparative Research on Chinese and American Teachers' Understanding of Inquiry Teaching: Based on the Quantitative Analysis of Four Videos of Inquiring Teaching

各国科学教育改革一直提倡探究教学，但是缺少对实践者教师之认识现状的关注，更缺少国际比较的视域。以四节国内探究式高中物理课堂教学录像为载体，利用六点量表对中国上海和美国芝加哥高中各一百名物理教师收集数据，并进行量化分析，以期通过中美高中物理教师对探究教学认识的差异探寻我国科学教师探究教学实践之路。

Inquiry teaching has been encouraged in the science education reform by many countries. However， the status quo of teacher' understanding of inquiring teaching has not been paid sufficient attention to and there is a lack of international comparative perspective on this topic. This research， on the basis of four videos of Chinese physics classroom inquiry teaching， collected data through six points scale questionnaires on 100 high school physics teachers in Shanghai and Chicago respectively. Quantitative analysis was conducted to investigate the differences of high school physics teachers of the two countries in their conception of inquiry teaching so as to explore the route of inquiring teaching practice for Chinese science teachers.