小学科学课堂中师生互动话语与学生论证的关系研究

发布时间：2018-03-01 07:32

本文关键词： 小学科学师生互动话语学生论证　出处：《华东师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：如何更好地开展科学论证并提高学生的论证能力,是当下科学教育研究者关注的热点。研究已发现教师话语直接影响着对学生论证,然而少有研究者从师生互动话语角度展开论证研究。因此,本次研究以教授4年级小学科学的三位老师为研究对象,将师生互动话语转录为文本加以分析。将师生对话按照被回应的话语(Identification),回应话语(Response)和被回应-回应话语(Interpretation-Evaluation)的师生对话分析框架将其编码分类并加以分析,试图解答以下问题：A.三位小学科学教师课堂中的师生互动话语有何特征?B.三位小学科学教师课堂中的学生论证表现如何?C.三位小学科学教师课堂中师生互动话语与学生论证之间存在何种关系?研究发现不同科学教师的师生互动话语虽有相似之处,但各有其特征。在三位教师的课堂中,受到教师回应的话语最多的为知识观点与对话维度,经验,逻辑推理维度和无关科学的学生话语被反馈比率最小。教师通常通过提出封闭型问题开启话题,对学生话语通常进行评价、重申和完善。通过对两位教师课堂中的学生论证分析可知,学生论证从数量上看比较少,从质量方面看学生的论证水平并不高,不同教师的论证质量分布各有特点。研究发现师生互动话语与学生论证存在着一定的联系。提问类型和学生论证的数量和质量有着紧密联系,开放型问题能够促进学生论证的产生,但不一定可以提高论证的质量,封闭型问题会抑制学生论证的产生；推理维度的反馈方式对于学生论证质量具有关键作用,当教师对学生的不符合科学的观点进行回应时,要求学生解释的回应方式有利于提高学生论证的理由层面的水平,要求学生参与到论证中的回应方式有利于促进反驳的产生,教师促进学生发表类似观点的反馈方式有利于增加学生论点的数量；而简单的认知论维度的反馈方式无法激发学生对观点的反思。
[Abstract]:How to better develop scientific argumentation and improve students' argumentation ability is the focus of attention of current scientific education researchers. The research has found that teacher talk directly affects students' argumentation. However, few researchers have carried out argumentation from the perspective of teacher-student interaction. Therefore, the present study focuses on three teachers who teach science in Grade 4 primary schools. Teacher-student interactive discourse was transcribed into text for analysis. The teacher-student dialogue was classified and analyzed according to the framework of teacher-student dialogue analysis based on the responding discourse identity (response response) and the responded-response discourse interpretation (Evaluationation-Evaluation). Try to answer the following question: A. what are the characteristics of teacher-student interaction in the classroom of the three primary science teachers? B. how do the students demonstrate in the classroom of the three primary school science teachers? C. what is the relationship between teacher-student interaction discourse and student argumentation in the classroom of three primary school science teachers? The study found that the teacher-student interaction discourse of different science teachers has similarities, but each has its own characteristics. In the classroom of three teachers, the most utterances that teachers respond to are the knowledge viewpoint and dialogue dimension, experience, and so on. The feedback rate of students' discourse with logical reasoning dimension and irrelevant science is the least. Teachers usually start the topic by raising closed questions and evaluate students' discourse. Through the analysis of the students' argumentation in the classroom of the two teachers, we can see that the students' argumentation is less in terms of quantity, and the level of students' argumentation is not high in terms of quality. The study found that there is a certain relationship between teacher-student interaction discourse and student argumentation. The types of questions are closely related to the quantity and quality of student argumentation. Open problem can promote the generation of student argumentation, but not necessarily improve the quality of argumentation, closed problem will restrain the generation of student argumentation, the feedback mode of reasoning dimension plays a key role in the quality of student argumentation. When a teacher responds to a student's viewpoint that is not in accordance with science, the way in which the student is asked to explain is conducive to improving the level of the reasoning of the student's argument, and the way in which the student is required to participate in the argument is conducive to promoting the generation of rebuttal. Teachers promote students to express similar views in a way of feedback which is conducive to increase the number of students' arguments, while simple cognitive dimension of the feedback way can not stimulate students to reflect on the point of view.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.6

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