教师教育研究2024，Vol.36Issue(6)：43-50,8.
小学科学课堂中教师评价话语的类型及其对学生科学实践的影响
The Types of Teachers'Assessment Discourse and Its Impact on Student Scientific Practice in Primary School Science Classrooms
摘要
Abstract
Scientific practice is an important way to cultivate students'scientific literacy,and teacher assessment discourse has a significant impact on students'scientific practice.The study used a lagged behavior sequence analysis method and ex-plored the types of teacher assessment discourse and their impact on students'scientific practice based on 20 class videos of four primary school science teachers.The results showed that there are six types of teacher assessment discourse in primary school science classrooms,with teachers mainly using open eliciting discourse and inferential response discourse.There are 16 significant behavioral sequences between teacher assessment discourse and student scientific practice,and different types of teacher assessment discourse have different impacts on students'investigating practice,sensemaking practice,and cri-tiquing practice.Teachers use high cognitive questions to inspire students to design research plans and processes based on their existing experiences.Using multi-level questioning responses to enhance students'scientific and logical analysis and interpretation of data.Inferential responses can guide students to provide sufficient evidence for argumentation.关键词
小学科学课堂/评价话语/科学实践Key words
primary school science classroom/assessment discourse/scientific practice分类
社会科学引用本文复制引用
高潇怡,蒿树君,吕雅洁..小学科学课堂中教师评价话语的类型及其对学生科学实践的影响[J].教师教育研究,2024,36(6):43-50,8.基金项目
北京市教育科学"十四五"规划2024年度优先关注课题(CEDA24009) （CEDA24009）
