Status of High School Science Teachers' Use of Curriculum Materials: Based on the Survey of Teachers in Guangzhou
CHEN Bo1, MAI Yu-Hua2, YE Zong-Bao3, WANG Xiao-Ling1, WEI Bing4
1. School of Chemistry an Chemical Engineering, Guangzhou University, Guangzhou 510006, China; 2. School of Psychology, South China Normal University, Guangzhou 510631, China; 3. Yuexiu istrict Teacher Training School, Guangzhou 510080, China; 4. Faulty of Eucation, University of Macau, Macau, China
Abstract Based on the model of interactive relationship between teachers and curriculum materials and the perspective of discipline core literacy, this study refined the four dimensions which included “routine use” “scientific inquiry”“STSE” and “teacher learning” of the condition of science teachers' use of curriculum materials in China, and made a scale with good validity and reliability. Through the questionnaire survey of 422 junior high school science teachers in Guangzhou, it was found that the teachers showed good condition of curriculum materials use in each dimension, but not at a very high level. There was a significant difference in “teacher learning” of the condition of curriculum materials use for teachers in different areas; there was no significant difference in the condition of curriculum materials use for teachers with different disciplines; there existed significant differences in “routine use” “scientific inquiry” and “STSE” of the condition of curriculum materials use for teachers with different professional titles. Finally, the article put forward some suggestions on teacher professional development.
CHEN Bo, MAI Yu-Hua, YE Zong-Bao, WANG Xiao-Ling, WEI Bing. Status of High School Science Teachers' Use of Curriculum Materials: Based on the Survey of Teachers in Guangzhou[J]. , 2019, 40(7): 68-73.
