迟少辉 - 华东师范大学

个人简介

教育经历博士美国纽约州立大学布法罗分校/科学教育博士华东师范大学/课程与教学论教育硕士华东师范大学/化学教育学士华东师范大学/化学系荣誉及奖励入选2020上海市浦江人才计划指导学生获得第二届长三角师范生教学基本功大赛冠军指导学生获得第二届上海师范生教学基本功大赛一等奖指导学生获得第三届上海市师范生教学技能竞赛二、三等奖指导学生获得第七届全国师范院校师范生教学技能比赛一等奖指导学生获得“田家炳杯”全日制教育硕士专业学位研究生教学技能大赛一等奖

研究领域

化学教材 Chemistry textbook 教学教法 Teaching and learning instruction 化学教师 Chemistry teacher 试题分析 Test items analysis 测量与评价 Measurement and evaluation in science education 学习进程 Learning progression of science knowledge 科学探究 Scientific inquiry 表现性评价 Hands-on based performance assessment 大数据分析 Large database analysis 科学态度 Student attitudes towards science 科学能力 Scientific competence

近期论文

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Chi, S., & Wang, Z. (2023). Pathways to low-SES student success in science: a fuzzy-set qualitative comparative analysis. International Journal of Science Education, 1-26 (SSCI) Chi, S., Wang, Z., & Zhu, Y. (2023). Using Rasch Analysis to Assess Students’ Learning Progression in Stability and Change across Middle School Grades. In Advances in Applications of Rasch Measurement in Science Education (pp. 265-289). Cham: Springer International Publishing. Chi, S., & Wang, Z. (2023). How Peer Feedback After Hands-On Scientific Inquiry Activities Affects Students’ Scientific Inquiry Competence?. Research in Science Education, 53(6), 1035-1061.(SSCI) Zeng, Y., Chi, S., Wang, Z., & Zhuang, X. (2023). Developing and Validating an Instrument to Assess Ninth-Grade Students’ Online Metacognitive Skills in Solving Chemistry Problems. Journal of Baltic Science Education, 22(3), 520-537.(SSCI) Chi, S., & Wang, Z. (2023). Students’ science learning experiences and career expectations: mediating effects of science-related attitudes and beliefs. International Journal of Science Education, 45(9), 754-780.(SSCI) Chi, S., Wang, Z., & Qian, L. (2023). Scientists in the Textbook: Development and Validation of an Analytical Framework for Analyzing Scientists’ Portrayals in an American Chemistry Textbook. Science & Education, 1-26 (SSCI) Chi, S., Wang, Z., & Liu, X. (2023). Assessment of context-based chemistry problem-solving skills: Test design and results from ninth-grade students. Research in Science Education, 53(2), 295-318(SSCI) Lan, Y., Chi, S., & Wang, Z. (2021). Assessing Upper-Secondary School Students' Interdisciplinary Understanding of Environmental Issues. Journal of Baltic Science Education, 20(5), 811-826.(SSCI) Chi, S., Wang, Z., & Liu, X. (2021). Moderating effects of teacher feedback on the associations among inquiry-based science practices and students’ science-related attitudes and beliefs. International Journal of Science Education, 43(14), 2426-2456.(SSCI) Chi, S., Liu, X., & Wang, Z. (2021). Comparing Student Science Performance between Hands-on and Traditional Item Types: A many- facet Rasch analysis. Studies in Educational Evaluation 9(70),1-11(SSCI) Chi, S., Wang, Z., & Liu, X. (2019). Investigating disciplinary context effect on student scientific inquiry competence. International Journal of Science Education, 41 (18), 2736-2764.(SSCI) Chi, S., Wang, Z., Luo, M., Yang, Y., & Huang, M. (2018). Student progression on chemical symbol representation abilities at different grade levels (Grades 10–12) across gender. Chemistry Education Research and Practice, 19(4), 1055-1064.(SSCI) Chi, S., Liu, X., Wang, Z., & Won Han, S. (2018). Moderation of the effects of scientific inquiry activities on low SES students’ PISA 2015 science achievement by school teacher support and disciplinary climate in science classroom across gender. International Journal of Science Education, 40(11), 1284-1304.(SSCI) Chi, S., Wang, Z., Liu, X., & Zhu, L. (2017). Associations among attitudes, perceived difficulty of learning science, gender, parents’ occupation and students’ scientific competencies. International Journal of Science Education, 39(16), 2171-2188.(SSCI) Wang, Z., Chi, S., Luo, M., (2017). Development of an instrument to evaluate high school students' chemical symbol representation abilities. Chemistry Education Research and Practice, 18(4), 875-892.(SSCI) Chi, S., Liu, X., & Gardella, J. A. (2016). Measuring University Students' Perceived Self-Efficacy in Science Communication in Middle and High Schools. Universal Journal of Educational Research, 4(5), 1089-1102. Wang, Z., Chi, S., Hu, K., & Chen, W. (2014). Chemistry teachers’ knowledge and application of models. Journal of Science Education and Technology, 23(2), 211-226(SSCI) 迟少辉, 王祖浩.(2022).我国新时期义务教育化学课程标准的创新特色. 全球教育展望(06),85-97. 迟少辉,吕芳芳,王祖浩.清末中学化学教科书插图特征[J].化学教育(中英文),2024,45(03):31-34. 吕芳芳,迟少辉,王祖浩.融合STSE理念的高中化学教学设计研究——以“设计家用电解装置制备微酸性次氯酸水”为例[J].中小学课堂教学研究,2023(08):1-6. 曾雅婷,迟少辉,王祖浩.计算机交互下科学问题解决能力测评研究评述[J].基础教育,2023,20(03):70-82. 王祖浩,迟少辉.《义务教育化学课程标准(2022年版)》解读——核心素养、课程目标和学业质量标准的研制[J].化学教育(中英文),2022,43(23):8-15. 陈沙沙,迟少辉,王祖浩.加拿大安大略省新一轮科学与技术课程改革的特色与启示[J].比较教育学报,2023(02):147-160. 张海若,王祖浩,迟少辉,等.应用传感器技术开展实验探究教学的创新研究——以“钢铁的腐蚀与防护”单元设计为例[J].中小学数字化教学,2022(04):5-10. 杨希,迟少辉,王祖浩.化学课堂融入传统文化的多维度研究[J].基础教育课程,2022(02):19-26. 迟少辉, 王祖浩.(2022).我国新时期义务教育化学课程标准的创新特色. 全球教育展望(06),85-97. 迟少辉, 王祖浩, 曹彬彬.(2016). 不同科学能力学生家庭社会经济地位的差异研究. 全球教育展望, 45(2). 113-128. 迟少辉, 王祖浩.(2015).中学生课外科技活动经历体验的差异研究. 全球教育展望, 44(11):68-83. 迟少辉, 王祖浩. (2010). 高考化学试题的特点分析及问题探讨. 基础教育课程(9), 7-61. 参编《中小学理科教材难度国际比较研究-初中化学卷》（袁振国总主编、王祖浩等著），教育科学出版社，2016 参编《化学教科书学习难度评估及国际比较研究》（王祖浩等著），广西教育出版社，2016 参编《化学案例教学论》(王祖浩等著),安徽教育出版社，2014 参编《解题高手》(王仰南王寅仲主编)，华东师范大学出版社, 2013 参编《化学课堂教学技能》(袁孝凤主编), 华东师范大学出版社，2008 高中化学教科书.化学必修（第二册）.江苏教育出版社，2020（核心作者）高中化学教科书.化学选择性必修1（化学反应原理）.江苏教育出版社，2021（核心作者）高中化学教学参考书.化学选择性必修1（化学反应原理）.江苏教育出版社，2021（副主编）

学术兼职

中国化学会会员中国化学会化学教育委员会委员教育部中考化学命题评估中心组副组长普通高中化学课程标准修订组专家义务教育课程标准修订核心素养测试组专家全国化学教师教育研究中心博士生分委会副主任