课堂科学辩论实施探究——以中美中小学科学课堂案例比较分析为例

On the Implementation of Classroom Scientific Argumentation——A Comparative Study of Primary Science Class Cases in China and America

科学辩论是理论性探究的主要途径之一，而国内外中小学科学课堂缺少科学辩论，已成为“现代教育的严重问题”。在我国中小学科学课堂讨论中，虽然意见分歧常常出现，形成了科学辩论的契机，但科学辩论却不能有效展开。通过中关课堂案例的比较分析，提出并探讨展开课堂科学辩论的两个必要条件：第一，应避免限制学生理性思维的课堂活动预设；第二，“磋商”应成为课堂科学讨论的基本互动模式。同时，还必须对科学课堂的教学目标和师生角色都进行调整，才能满足这两个条件，在科学课堂上有效开展科学辩论。

Scientific argumentation is a main approach for theoretical inquiry, which is absence from science classroom and has been the serious problem of modern education. In Chinese classroom science discussions, while discrepancies in student ideas often appear, argumentations usually do not follow. Through a comparative study of two classroom discussion cases, this paper proposed two necessary conditions for the emergence of classroom scientific argumentation, firstly, the classroom activities that will limit students; reasoning thinking should be avoided; secondly, rational negotiation should become the major interaction mode. In order to establish such conditions, current teaching goals as well as classroom roles of teachers and students need to be adjusted.