A Fundamental Study to Improve the Quality of Experiment and Observation in Science Teaching

本研究旨在通过对教师实验观、观察观的分析和思考，提高科学教学中实验观、观察观的质量在个案研究和问卷调查的基础上，对未来教师（包括未来教师）和学生进行了调查，指出未来教师在规划和实施科学教学时，他们没有像专家教师那样考虑到未来教师和学生在实验和观察的方法和结果方面的思想可能存在差距。准教师似乎重视实验与观察的经验效果与激发学生兴趣的可能性，但对实验与观察的认知与了解，却无法系统化。他们似乎不仅期望通过实验和观察来享受实践经验和活动，而且还期望提高智力理解和兴趣。为了更好地利用学生的需求，我们必须进一步讨论在科学教学中如何实施实验和观察。而且，学生们似乎并不乐于通过实验和观察来验证自己的假设，也不乐于计划验证这些假设的方法和程序。如果说这种科学教学状况是教师科学教学观、实验观和观察观的反映，那么教师不断反思自己的科学教学观、实验观和观察观，可能是改善这种状况的一个重要关键。

This Study aimed to improve the quality of experiment and observation in science teaching by analyzing and considering the views of experiment and observation of teachers (including prospective teachers) and students on the base of case studies and questionnaire researches.It was pointed out that when prospective teachers planed and practiced science teaching, they did not consider so much as expert teachers that there might be gaps on between the thought of prospective teachers and that of students about the methods and the results of experiment and observation. It seemed that the prospective teachers regarded the experiential effects of experiment and observation, and their posibilities to excite students' interest as important, but they could not systematize those which they knew or understood about experiment and observation.Concerning the views of experiment and observation of lower secondary school students, they seemed to expect not only to enjoy practical experience and activities through doing experiment and observation, but also to improve intellectual understandings and interest. To make good use of their needs we have to discuss further, how experiment and observation should be practiced in science teaching. Also it seemed that the students could not so much find pleasure in verifying their own hypotheses by doing experiment and observation or in planing methods and procedures to verify those hypotheses. If such conditions of science teaching can be considered as the reflection of teachers views of science teaching, experiments and observation, it may be one important key to improve the conditions that a teacher continues to reflect his/her own views of science teaching, experiment and observation.