基于LICC范式的物理课堂教学情境观察与测评——以“运动的相对性”公开课为例

Observation and Evaluation of Physics ClassroomTeaching Situation Based on Learning,Instruction,Curriculumand Culture(LICC)Paradigm——Taking the Open Class“Relativity of Movement”for Example

作为专业的听评课模式,LICC范式从学生学习、教师教学、课程性质、课堂文化4个维度对课堂展开观察,其中,教学情境是非常重要的一个观察点。以“运动的相对性”公开课为案例,应用LICC范式课堂观察方法,利用“教学情境的创设与利用”评价标准和观察量表,对物理课堂教学情境进行全面深入的观察与测评,可以发现教师在情境创设与利用中的优点和不足,从而有针对性地提出改进意见。测评的结果启示教师:情境的创设要以核心素养为导向,以教学目标为主线;情境要有一定的复杂性,问题设计体现层次性;注重情境的新颖性,适当利用情境拓展学生的知识面。

As a professional model of class listening and evaluation,LICC paradigm observes the classroom from four dimensions:student learning,teacher teaching,curriculum nature and classroom culture.Among them,teaching context is a very important observation point.Taking the open class of“relativity of movement”as an example,after a comprehensive in-depth observation and assessment of teaching context in physics classroom teaching by using LICC paradigm classroom observation method,the“creation of teaching situation and using the evaluation criteria”and observation scale,some advantages and disadvantages can be found in teachers’context creation and use,and thus some targeted improvement opinions can be put forward.The results of the assessment enlighten teachers:the creation of the situation should take the core accomplishment as the guidance and the teaching goal as the main line,the situation should be of certain complexity and the problems in the situation should be of different levels,pay attention to the novelty of the situation and use the situation appropriately to expand the scope of students’knowledge.