[雙語(yǔ)翻譯]---外文翻譯--研究與評(píng)估國(guó)內(nèi)中學(xué)物理教學(xué)理念（節(jié)選）

1、中文 中文 3100 漢字， 漢字，1900 英文單詞， 英文單詞，11000 英文字符 英文字符出處： 出處：Gao L, Watkins D. Identifying and assessing the conceptions of teaching of secondary school physics teachers in China[J]. British Journal of Educational Psychology,

2、 2001, 71(3):443.Identifying and assessing the conceptions of teaching of secondary school physics teachers in ChinaL Gao，D WatkinsBackground. Recent research indicates that how lecturers think about the nature of teachi

3、ng influences both the way they teach and the way their students learn and ultimately the learning outcomes they achieve. Such research has primarily been conducted at the tertiary level in Western countries and its rele

4、vance for school teaching and in non-Western contexts has yet to be demonstrated.Aims. Study 1 aimed to develop a model of the conceptions of teaching of Chinese secondary school teachers of physics and an instrument to

5、assess these conceptions. Study 2 then tested the reliability and within-construct validity of responses to the latter and the relationships between teaching experience and gender and teaching conceptions were investigat

6、ed.Sample. The interview sample in Study 1 comprised 18 teachers of physics in Guangdong, China. The instrument was administrated to 450 physics teachers from the province in Study 2.Method. An in-depth emic approach inv

7、olving both interviews and classroom observations was utilised to develop the model. Confirmatory factor analysis was used to test the fit of responses to the instrument to the proposed model.Results. Five lower order co

8、nceptions (Knowledge Delivery, Exam Prepara- tion, Ability Development, Attitude Promotion, and Conduct Guidance) and two higher order orientations (Moulding and Cultivating) were identified. Responses to the instrument

9、were found to be of satisfactory internal consistency reliability and to fit the expected underlying factor model. Neither teaching experience nor gender was found to be related to conceptions of teaching.Conclusions. Th

10、e model developed differed in some respects from those found in the Western tertiary literature due probably to cultural factors which emphasise more an affective, moral view of teaching and to a school .Many current ed

11、ucators agree that learning should be viewed as an active construction of knowledge that may involve conceptual change and it is the teacher’s role to facilitate such learning (Greeno, Collins, Marton Prosser Prosser

12、 Peterson, Fennema, Carpenter, Stevenson Watkins Stevenson & Stigler, 1992). Particularly relevant to this paper is evidence of cross-cultural differences in notions of ‘good’ teachers and students.Such differences

13、 were brought out in a study of British and Chinese secondary school students by Jin and Cortazzi (1998). The British students characterised a good teacher as one who is able to arouse the students’ interest, explain cle

14、arly, use effective instructional methods, and organise a range of activities: these are very much the ‘teaching skills’ taught in typical Western teacher education methods courses. The Chinese students, however, prefe

15、rred the teacher to have deep knowledge, be able to answer questions, and be a good moral model. In terms of teacher-student relation- ships, the British students liked their teachers to be patient and sympathetic regard