摘要
为揭示"高端备课"项目下教师与学生行为互动的关键特征,研究采用视频分析法及滞后序列分析法(LSA)对2019年高端备课项目中"离子反应"课堂中的师生交互行为、比率、教师语言、师生操作技术以及教师与学生之间的交互行为等进行量化与质性分析。研究发现,高端备课更加关注学生对于本源性认识问题的科学认识逻辑,以传授核心观念建构以及基于学生认识发展为本为理念,由知识解析为本向促进学生认识发展转变,通过师生思维不断碰撞的过程促进学生知识迁移与应用,为常态化课堂优化提供了参考路径。
In order to reveal the key characteristics of teacher-student behavior interaction under the "high-end lesson preparation" project, the video analysis method and lag sequence analysis(LSA) are used to quantitatively and qualitatively analyze the teacher-student interaction behavior, ratio, teacher language, teacher-student operation technology and the interaction behavior between teachers and students in the "ion reaction" classroom in the high-end lesson preparation project in 2019. The study finds that high-end lesson preparation pays more attention to students’ scientific cognitive logic of original cognitive problems, takes teaching core concept construction and based on students’ cognitive development as the concept, changes from knowledge analysis to promoting students’ cognitive development, and promotes students’ knowledge transfer and application through the process of continuous collision between teachers and students, and it provides a reference path for normalized classroom optimization.
作者
李孝男
周辰爽
张四方
LI Xiao-Nan;ZHOU Chen-Shuang;ZHANG Si-Fang(Institute of Chemistry Education,Anhui Normal University,Wuhu 241000,China;Cuiwen Middle School Affiliated to Anhui Normal University,Wuhu 241000,China)
出处
《化学教育（中英文）》
CAS
北大核心
2022年第5期84-90,共7页
Chinese Journal of Chemical Education
基金
中央电教馆“人工智能+教育”创新应用实践研究子项目“基于和悦智慧课堂的教学实践与评价研究”(教电(2021)01-003号)
安徽省质量工程重点教学研究项目“‘高校中学’协同一体化教师教育实践能力培养的研究与实践”(项目编号:2020jyxm0679)
安徽师范大学2020年本科教学工程项目“基于‘高校中学’协同模式下的本科生社会实践课程体系建设与实践”
安徽师范大学2021年本科生“学科教学论(化学)”课程思政项目
安徽师范大学2021年“化学史与方法论”研究生课程思政项目。
关键词
高端备课
高中化学
课堂观察
滞后序列分析
high-end lesson preparation
high school chemistry
classroom observation
lag sequence analysis
