科学实践活动中权力使用与认知主体关系的实证研究

An Empirical Study on the Relationship Between the Use of Power and Epistemic Agency in Scientific Practice

强调科学实践是当前基础科学教育界的共识与目标。让学生成为积极的认知主体是科学实践教学的关键。从“一师一优课”平台上筛选36节以科学实践为取向的化学课例,构建确定认知主体和了解课堂权力使用情况的话语分析框架以及视频分析流程,采用批评话语分析方法对视频样本进行编码统计和案例研究,发现存在学生作为认知主体的科学实践环节“无”“少”“多”三种情况,且以教师为认知主体的课例居多,教师主要采用讲解、要求表达和推理的话语类型,学生的话语贡献中事实和观察水平占比大。从科学实践四个环节对3节代表课例进行话语分析揭示了教师使用权力的具体方式及其对认知主体转移的影响,据此提出促进科学实践的建议。

Emphasizing scientific practice is the consensus and goal in the field of basic science education.The key to scientific practice teaching is to make students become active epistemic agency.Based on the plaform of"one teacher one excellent course",36 chemistry lessons with scientific practice orientation were selected.The discourse analysis framework and video analysis process were constructed to determine epistemic agency and understand the use of classroom power.The video samples were coded and analyzed by critical discourse analysis method.According to the bar code chart of 36 lessons,it is found that there are three situations of"no","less"and"more"in the scientific practice of students as the epistemic agency,and the lessons with teachers as the epistemic agency are the main ones.Teachers mainly use the discourse types of explanation,expression and reasoning,and the fact and observation level of students'discourse contribution account for a large proportion.Based on the discourse analysis of three representative lessons from four aspects of scientific practice,this paper reveals the specific ways of teachers'use of power and its influence on the transfer of epistemic agency,and puts forward some suggestions to improve scientific practice.