摘要
教师提问角色是影响学生口头论证表现的重要因素。本研究基于教学改进项目,针对教师实施科学论证教学实验展开研究,通过分析实验班和对照班中师生互动环节的教学视频,探究教师在连续实施科学论证教学背景下,所扮演的各种提问角色的变化及其对学生口头论证表现的影响。研究结果表明:(1)随着研究者对实验班进行持续的论证教学干预,教师逐渐应用多种提问角色建立论证话语;(2)教师在利用多种提问角色构建问题模式的同时,学生展现了更高水平的口头论证表现。
Teacher role of questioning is an important factor affecting students' performance of oral argument. With the support of teaching improvement projects,this study aims at teacher's implementation of scientific argument teaching experiment. By analyzing teaching videos of interaction between teacher and students in experimental groups and control groups,this study explores the variety of teacher roles of questioning in the continuous implementation of scientific argument teaching and their impact on the performance of students' oral argument. The results show that:( 1) As the researcher conduct continuous argument teaching intervention on the experimental group,the teacher gradually applied a variety of questioning characters to establish argumentative discourse;( 2) As the teacher is using a variety of questioning characters,the students show a higher level of verbal argumentation performance.
作者
弭乐
郭玉英
刘述勇
MILe;GUO Yu-ying;LIU Shu-yong(2.Department of Physics,Beijing Normal University,Beijing,100875,China;3.Changle No.1 Middle School in Shandong Province,Changle,Shandong,262400,China)
出处
《教师教育研究》
CSSCI
北大核心
2018年第4期65-72,共8页
Teacher Education Research
基金
北京师范大学与山东省昌乐第一中学区域合作项目"促进学生学科核心素养和关键能力发展的翻转课堂教学研究"的阶段性研究成果
关键词
科学论证教学
教师提问角色
口头论证表现
scientific argument teaching
teacher role of questioning
oral argumentative performance