学生学科素养培育路径研究——基于科学论证活动的话语分析

A Research into Cultivation Students’ Disciplinary Competences——Based on the Discourse Analysis of Scientific Argumentation Activities

学科素养的养成需要有效的课堂对话,研究运用话语分析的方法探究CER科学论证教学对发展学生科学素养的影响。从运用科学语言、识别并考量对立观点、使用证据三个维度分阶段提供对话支架。结果表明,随着干预进行,师生的话语频率比一直维持在较稳定的水平,学生的话语形式逐渐从累积性话语过渡至探究式话语,对科学现象的解释从经验式判断转向基于证据的理性推理,并在此基础上提出了教学优化建议。

The formation of disciplinary competences requires productive dialogues in class. This research employed discourse analysis to to explore the influence of CER, a form of scientific demonstration teaching, on the development of students’ scientific literacy. The dialogic scaffolding has been supplied by stages from three dimensions, including utilizing scientific language, identifying and considering the opposing views, and applying evidence. The result shows that the ratio of teacher’s and student’s discourse frequency was relatively stable. However, the form of students’ discourse changed from cumulative talk to exploratory talk, and from experience-based judgement to evidence-based reasoning. Based on that, this research has proposed some suggestions for the optimization of teaching.