基于LICC范式的小学科学“课程性质”维度的课例研究——以“冷热与温度”为例

Research on Dimension of"Curriculum Nature"Based on LICC in Primary School's Science Course—Taking as an Example Teaching of"Hotness,Coldness and Temperature"

LICC范式的提出促进了课堂观察从传统的经验主义研究发展成为科学化、精细化的专业研究。基于LICC范式编制"课程性质"观察量表,并且采用该量表透视解析一名小学初任教师"冷热与温度"的课堂教学效果。研究发现,该节课主要存在四维目标的架构拘泥于"教学预设";LSS内容的整合游离于学生生活世界;"三种"认知表征的脱节;学生表现性评价的弱化及活动资源难逃"循规蹈矩"的羁绊等"课程性质"维度方面的不足。

LICC paradigm promotes the transformation of classroom observation from traditional empirical research to scientific and refined professional research.Based on LICC,course observation scale is made for the"curriculum nature."The scale is used to analyze the teaching effect of"Hotness,Coldness and Temperature"in primary school's science course.It is found that there are some weak points concerning the dimension of"curriculum nature"in the classroom teaching,such as four-dimensional goals sticking to"teaching presupposition",integrated LISS content dissociating from students,present qualification,the"three kinds"of cognitive representation being disjointed,the weakening of students'performance evaluation,and the activity resources unable to escape the trap of"following the rules."