科学论证教学的评价框架与实践述评  

Assessment Frameworks and Practice of Argumentation in Science Teaching:A Systematic Review

作　　者：朱明慧 肖思汉[1] ZHU Ming-hui;XIAO Si-han(The Institute of Curriculum and Instruction,East China Normal University,Shanghai,200062,China)

机构地区：[1]华东师范大学课程与教学研究所,上海200062

出　　处：《基础教育》2021年第3期100-112,共13页Journal of Schooling Studies

基　　金：国家社会科学基金“十三五”规划教育学青年课题《重塑科学课堂教学模式实证研究——以课堂争论为载体》(项目编号:CHA160206)。

摘　　要：论证教学是指让学生通过确立主张,运用多种证据进行论证和相互说服,从而达成学习目标的教学方式。近年来,论证教学在全球科学教育界受到广泛关注。通过对68篇相关的国际核心文献进行系统化的检索、筛选与编码,研究结果显示,已有的论证教学评价研究主要集中在开发评价工具和聚焦课程与教学的评价两个方面,这两方面又分为评价维度、评价工具、教师教学、学生学习、课程设计五个维度。最后,本文总结了论证教学评价研究的发展趋势,并对将来的相关研究提出了建议。In recent years,argumentation has drawn worldwide attention in science education.It becomes an effective way to achieve the objectives of science teaching.Argumentation concerns the social interaction in which two or more individuals try to persuade each other of the validity of their different claims.In this article,we systematically reviewed 68 articles with regard to assessment or evaluation of argumentation-oriented teaching.Results show that relevant studies focus mainly on the development of evaluation tools and the evaluation of curriculum and teaching,which include evaluative frameworks,argumentation models,classroom teaching,learning,and curriculum design.The review suggests that professional development and a variety of relevant support are needed.

关 键 词：论证教学 教学评价 论证质量 科学教育 

分 类 号：G633.98[文化科学—教育学]