Research On The Preservice Science Teacheres,Pedagogical Design Competency For Inquiry-Based Instruction And Its Cultivation

With the advent of the era of information,the traditional teaching to strengthen knowledge and skill training as the core teaching student development needs have been unable to adapt to the new era.And the teaching based inquiry has become the mainstream in the reform of science education around the world.The results of inquiry learning directly affect the development of students who want deep grasp of knowledge and thinking,and the learning environment for inquiry which is designed by teachers is the key factors.In order to effectively organize the student to carry out inquiry-based learning,the teacher needs to have high ability of lesson plan design for inquiry.Unfortunately,the current curriculum reform and the development of students is pressing for training teachers inquiry-based teaching design ability.This dissertation addresses the gap by cultivating the pre-service science teachers’ pedagogical design capacity of inquiry.Around this specific issues,theoretical and empirical researches have been taken.These three issues are : the content of training the science teachers to design inquiry-based teaching curriculum,how to evaluate science students’ exploratory teaching design capability,and how to train the ability of science teachers inquiry-based teaching design.To answer the above questions,this study used a hybrid approach combining the quantitative and qualitative research design.At first,this paper applies the literature method and expert consultation method preliminary exploring instructional design capacity model to construct the science students;Furthermore,through the theoretical thought and related practice formed on the basis of the advanced science teachers inquiry-based teaching design ability;Then to science teachers and advanced on the basis of exploratory teaching design ability,with reference to foreign relevant research tools,developed science teachers inquiry-based teaching design text analysis scale and exploring instructional design knowledge questionnaire,and assessment tools for the part of the normal universities of science students’ exploratory teaching design ability and knowledge in the design of exploratory teaching for review;Finally,using action research method to carry out the three rounds of empirical research.The results of this study show that:(1)Preservice science teacheres’ pedagogical design ability of inquiry-based instruction is a complex and multifaceted structure.Inquiry-based teaching design ability refers to the teachers’ recognition,organization of teaching resources and the ability of creating inquiry learning environment for students,it includes teaching background analysis ability,learning objectives,teaching process the preset,learning evaluation design ability and teaching ability.(2)Domestic pre-service teacher education for preservice science teacheres’ pedagogical design ability of inquiry-based instruction training effect is not obvious;Female preservice science teacheres’ pedagogical design ability of inquiry-based instruction in the overall level of knowledge and each dimension of performance is better than that of male preservice science teacheres;In different normal colleges anduniversities,preservice science teacheres’ pedagogical design ability of inquiry-based instruction are significantly different from knowledge and ability.(3)“Science Instruction Design” is the most important course to train inquiry-based teaching design ability of pre-service teacheres.The result of the action research shows that the science pedagogical design course that is designed based on the training framework of preservice science teacheres’ pedagogical design ability of inquiry-based instruction can effectively improve preservice science teacheres’ knowledge and pedagogical design ability of inquiry-based instruction;Different curriculum activity forms can promote preservice science teacheres’ pedagogical design ability of inquiry-based instruction to advanced level in varying degrees.