基于互动分析取径的课堂教学评价

An Interaction Analysis Approach to Evaluation of Classroom Instruction

忽视学习过程、脱离课堂情境、难以"以评促教",是课堂教学评价的困境。发端于社会科学的"语言转向"与"身体转向",并以情境分析、沟通民族志等方法论为基础的互动分析取径为这些困境提供了可行的解决方案。本文阐述了互动分析的步骤,并以一个美国小学科学课堂教学片段为例,展示和论证了这一取径对于课堂教学评价的价值。互动分析不仅关注教师的"教",也关注学生的"学",从而将教学设计与学习过程关联起来。其次,它细致地观察与记录课堂的文化、社会与人际情境,从而促进更深入的理解与更准确的分析。再次,互动分析为评价呈现可见的证据,从而更有效地促进教师发展与教学变革。

The evaluation of classroom instruction has faced challenges, such as overlooking students＇ learning processes and classroom contexts, and difficulties of teacher development. Following approaches such as context analysis and ethnography of communication, interaction analysis（IA）offers a possible solution to these problems. This article illustrates the procedures and value of IA by looking closely into an episode of instruction in an elementary science classroom in the United States. This case shows that IA pays balanced attention to both teaching and learning, that IA documents sociocultural contexts of a classroom to promote deep understandings and valid evaluation, and that IA presents substantial and visible evidence on which the evaluation is based.