从实证主义到社会建构主义:科学教师课堂提问行为研究范式的转换

From Positivism to Social Constructivism:The Transformation of Research Paradigm on Science Teachers' Questioning Behavior

科学教师提问行为研究一直过于依赖实证主义,其研究范式本身存在局限。当前,社会建构主义研究范式受到越来越多的研究者的青睐,其优势主要体现在三个方面:教师提问目的指向促进学生概念转变;打破严格的传统分类标准,考虑提问情境和学生的实际;学生和教师作为研究的真正参与者,而不仅仅是研究对象。这种研究范式的转移对科学教师提问行为研究提出了新的挑战与要求。

Most studies on science teacher＇s questioning behavior have been heavily dependent on the paradigm of positivism and the research paradigm has limitations itself. More and more researchers begin to favor social constructivism paradigm,the advantages are mainly reflected on three aspects as follows：the purpose of teacher＇s questioning pointing to promote students conceptual change,breaking away from the traditional classification on questioning and considering the context and student,teachers and students are participants of the research but not just as the object of study. The shift of research paradigm presents greater challenges and requirements to the research of science teacher＇s questioning behavior.