化学教师的模型认知和应用_组会汇报.pptVIP

Chemistry Teachers’ Knowledge and Application of Models 1、Background 2、Methods（important and Keynote） 3、Result Characteristics and function Representation making abstract entities visible the core components of scientific theories a central role in science education Help students understand the nature of science、scientific inquiry Improve scientific literacy Help teachers effective teaching，Especially some abstract topics or concepts related to bonding and structure Format scientific knowledge Problems For students They have found that students face a number of difficulties with models for science learning including immature understanding of models and limited experience of applying and creating models For teachers Chemistry teachers’ knowledge of some known chemistry models was limited Teachers’ modeling process was incomplete Teachers’ understanding and application of model has aclose relationship with students’ learning achievement Modeling activities can also provide especially valuable opportunities for teachers to monitor students’ progress from their initial mental models to an understanding of established scientific or historical models however, the number of investigations into teachers’ knowledge of models and how they apply models in classroom is limited So far, there have been a lot of researches concerning students’ learning of models In this research, we investigated chemistry teachers’ knowledge and application ofmodels. We intended to answer the following questions:(1) What is chemistry teachers’ knowledge of known model?(2) How do chemistry teachers select model?(3) How do chemistry teachers construct model?(4) How do chemistry teachers use model in teaching? Glynn(1991) put forward the Teaching-with-Analogies Model introduce the target concept remind students of what they know of the analogy concept identify relevant features of the concept and analogy connect the relevant features indicate where the analogy breaks down