Research On The Influence Of Pre-service Education Practice On Chinese Science Teachers’ Inquiry Teaching View Based On RLTESECC Exchange Program

The new curriculum advocates changing teachers’ teaching methods and iquiry teaching is an important teaching concept and method.Iquiry teaching is considered as an important way to cultivate students’ innovative spirit and practical ability.Teachers as practitioners and guides of educational reform,whose teaching are dominated by their views.In order to promote the deepening of reform of science education and the implementing of inquiry teaching,it’s necessary to explore the inquiry teaching view of science teachers,that’s “what’s inquiry teaching”,“why do inquiry teaching” and “how to carry out inquiry teaching”.This thesis selects both sides science teachers,the one who have participated in the “Reciprocal Learning in Teacher Education and School Education between China and Canada” program that have education practice in Canada,the other don’t have participated in the program but have education practice in the local middle school of China.Do research on both science teachers’ inquiry teaching view through literature,questionnaire,text analysis and interview.This thesis is mainly divided into the following parts:The first part is introduction.This part introduces the origin of this research,provides the theoretical basis of this thesis,defines the core concepts,explain the significance of this research from both theory and actually sides,and determine theresearch ideas and methods.The second part is the literature review.This part review the current research of inquiry teaching view and education practice.The third part is about the science teachers’ inquiry teaching view investigated.Development and implementation the questionnaire-“Science Teachers’ Inquiry Teaching View Questionnaire”,carrying out these questionnaires under the condition of guaranteeing the reliability and validity and distributing to the two groups science teachers.103 effective questionnaires were collected and analyzed.In the horizontal dimension,explore what’s the impact on science teachers’ inquiry teaching view of the pre-service education practice between China and Canada;In the vertical dimension,explore whether these science teachers’ inquiry teaching view will change with time and environment.The results show that in the horizontal comparison,two groups of science teachers have a better understanding of inquiry teaching but the group science teachers who have participated in the exchange program have better understanding on the three aspects of “what’s inquiry teaching”,“why do inquiry teaching” and “how to carry out inquiry teaching” than who don’t have participated in the exchange program.The two groups science teachers have significant differences in the five dimensions of the understanding of inquiry teaching,the inquiry behavior of the teachers,the function of inquiry teaching,the teaching concept of the teachers and the conditions of implementation the inquiry teaching.However,as the increase of teaching time,the two groups science teachers have little change in the three aspects of “what’s inquiry teaching”,“why do inquiry teaching” and “how to carry out inquiry teaching”.The fourth part is about the reflection of education practice’ analysis.Qualitative code and quantitative statistics processing the education reflection written by two groups science teachers during the education practice.Through text analysis,it’s show that the science teachers who have participated in the exchange program have a good understanding of three aspects: “what is inquiry teaching”,“why do inquiry teaching” and “how to carry out inquiry teaching” which are similar to the results of the questionnaire survey.However,the science teachers who don’t have participated in the exchange program are different from the results of the questionnaire survey.It shows that the exchange program education practice has a positive impact on science teachers’ inquiry teaching view.The fifth part is comparative the plan of education practice.In this part the specific arrangement which about the two groups science teachers in the education practice between China and Canada is compared and analyzed.Exploring the relationship between the education practice and inquiry teaching to find the the reasons that are influencing the science teachers’ inquiry teaching view.the study find that the science teachers who have participated in the exchange program whose inquiry teaching view changed is mainly comes from the courses offered by University of Windsor,the teachers of primary and secondary schools and the classroom observation.However whether the inquiry teaching view of the science teachers who don’t have participated in the exchange program will change imainly depend on the instructor of middle school and classroom observation.The sixth part is according to the results of questionnaires and text analysis select representative university instructors and science teachers to interviewe.deeply understanding the situation of education practice in China and Canada and the reasons which change the science teacher’s inquiry teaching view.The seventh part is conclusion.Reflection the research conclusion,and put forward the prospect for the research.