[雙語翻譯]---外文翻譯--研究與評估國內(nèi)中學(xué)物理教學(xué)理念（原文）

1、Identifying and assessing the conceptions of teaching of secondary school physics teachers in ChinaGao Lingbiao*Institute of Curriculum Studies Prosser Samuelowicz Biggs, 1987). The results showed that `Departments wi

2、th high mean scores for the knowledge transmission orientation tended to depress the use of a deep approach to learning. Departments more attuned to learning facilitation were less likely to promote a surface approach to

3、 learning’ (Kember, 1997, p. 269). In another study, Trigwell, Prosser, and Taylor (1994) suggested that teachers’ approach to teaching could be viewed as a combination of their intention and strategy of teaching paralle

4、ling the models of approach to learning proposed by Biggs (1987) and Entwistle and Ramsden (1983). By interviewing 24 university physical science lecturers, Trigwell and his colleagues identified five approaches to teach

5、ing. A questionnaire was developed based on the above qualitative study (Trigwell & Prosser, 1996) which included 22 items grouped into five subscales: two intentions and three strategies. This instrument was used to

6、 collect data from 48 lecturers in Australia. The results of principal components analysis with Varimax rotation showed that three subscales (Conceptual Change, Student-Teacher Interaction and Student-focused) loaded hea

7、vily on the first factor while the other two subscales (Information Transfer and Teacher-focused) loaded heavily on the second factor. These results supported the argument of their qualitative study that the teaching str

8、ategies adopted by teachers matched their intentions in teaching. The data collected from lecturers were then related to the SPQ (Biggs, 1987) scores of their students (3900 in total). The results suggested that students

9、 who adopted deeper approaches to learning were taught by lecturers who oriented towards students and aimed at changing students’ conceptions, and that students who adopted more surface approaches to learning were taught