| 篇名 |
教师话语策略与学生科学推理学习的关系——基于全班对话的实证研究
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| 並列篇名 |
The Relationship between Teachers’ Discourse Strategies and Students’ Scientific Reasoning Learning - An Empirical Study Based on Whole-class Dialogue
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| 作者 |
赵楠(ZHAO Nan)
、裴新宁(PEI Xin-ning)
|
| 中文摘要 |
课堂对话质量关乎学生科学推理的学习效果，已经成为国际科学教育研究界共识。但大量研究聚焦于小组对话对科学推理学习的影响，较少研究涉及课堂对话的主流模式——全班对话。本研究基于学习的社会文化观，选取我国优秀的科学推理教学案例，探讨全班对话场景下教师话语策略与学生科学推理学习之间的关系。研究发现，教师话语策略与学生语言科学性之间存在显著关联，且教师要求学生解释的话语策略对学生科学推理起主要的推动作用。研究有助于唤起我国探究式课堂对教师话语质量的关注，以提升学生科学推理学习的成效。
|
| 英文摘要 |
The quality of classroom dialogue is related to the learning effect of students’ scientific reasoning, which has become the consensus of international science education research community. However, lots of studies have focused on the impact of small-group dialogue on scientific reasoning learning, and few have focused on the mainstream mode of classroom dialogue—whole-class dialogue. From the socio-cultural perspective of learning, the study selected excellent teaching cases of scientific reasoning in China to explore the relationship between teachers’ discourse strategies and students’ scientific reasoning learning in the context of whole-class dialogue. The results show that there was a significant correlation between teacher’s discourse strategies and the scientific level of students’ oral language in the whole-class dialogue. Moreover, the discourse strategies that teachers require students to elaborate played a positive leading role in students’ scientific reasoning. The conclusion of the study is helpful to arouse the attention of inquiry class to the quality of teachers’ discourse, and to improve the efficiency of students’ scientific reasoning learning.
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| 頁次 |
111-121
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| 關鍵詞 |
科学推理
、师生对话
、全班讨论
、话语分析
、scientific reasoning
、teacher-student dialogue
、whole-class discussion
、discourse analysis
、CSSCI
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| 卷期 |
32:4
|
| 日期 |
202007
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| 刊名 |
教師教育研究
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| 出版單位 |
北京師範大學、華東師範大學、高等學校師資培訓交流北京中心
|
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