基于课堂观察的STEM教学评价:协议、要素与方法  

Evaluation of STEM Teaching Based on Classroom Observation:Protocols,Elements and Methods

作　　者：詹泽慧[1] 吕思源 ZHAN Zehui;LV Siyuan(School of Information Technology in Education,South China Normal University,Guangzhou 510631,China)

机构地区：[1]华南师范大学教育信息技术学院,广东广州510631

出　　处：《开放教育研究》2023年第4期65-80,共16页Open Education Research

基　　金：国家自然科学基金面上项目“基于事理图谱的计算思维智能导训模型及可解释性研究”(62277018);教育部人文社科基金“基于C-STEAM的粤港澳大湾区教育协同创新机制研究”(22YJC880106);华南师范大学哲学社会科学重大培育项目“面向创新能力培养的跨学科组合策略与应用效果研究”(ZDPY2208)。

摘　　要：区别于传统讲授式课堂,STEM课堂具有学科融合性、真实情境性、项目承载性,然而如何对其展开评价一直是个难题。作为循证评价的重要方式,课堂观察可为STEM教育质量评估提供可靠的教学实践证据与衡量标准。本文通过分析和比较国际典型的六套STEM课堂观察协议(RTOP、OTOP、UTOP、TDOP、COPUS、PORTAAL)发现:在构成要素上,各协议均体现了基于科学探究、先验知识、沟通合作、学科融合的教学方法,发展学生概念思维、批判思维、创新思维与元认知能力的认知目标,倡导自主、民主、互动的课堂文化氛围;在应用情境上,虽然所选协议能够从教学策略、课堂动态、师生互动等方面改善教学,但普遍存在观测学生学习行为不足、忽视技术作用、难以表征实践操作等问题。据此,本文基于探究共同体理论和TPACK框架将STEM课堂解构为教学存在、社会存在、技术存在三个维度,统摄STEM课堂观察的教师行为与学生行为,以学生为中心构建STEM课堂观察的L-PST双罗盘模型;基于评价设计、证据收集、评价实施三环节构建STEM课堂观察评价的三维矩阵,为教师和研究人员理解STEM课堂、选取适切的观察视角与评价工具、实施STEM课堂教学评价提供思路和借鉴。As an important way of evidence-based evaluation,classroom observation can provide direct and reliable evidence and measure teaching practice of STEM education.Through content analysis and comparative study of international STEM classroom observation protocols,we explore the components and practice characteristics to provide reference for the design and implementation of STEM teaching evaluation in China.The study found that the protocols focus on the evaluation of teaching strategies,teaching content,teaching implementation and teaching evaluation with prior knowledge,cooperative learning,and scientific inquiry as key evaluation indicators of teaching strategies.The protocols also aim at the generating disciplinary core concepts and interdisciplinary concepts at the teaching content in addition to student participation and cognitive development for learning behaviors and possible thinking processes with conceptual thinking,critical thinking,innovative thinking and metacognitive skills as cognitive development goals.Attention is paid to the classroom culture of student-student interaction and teacher-student interaction,advocating an autonomous,democratic and interactive classroom atmosphere.For application contexts,although the protocols can provide suggestions for improving teaching and learning from various aspects,there are problems such as insufficient observation of students'learning behaviors,neglect of the role of technology,and difficulty in characterizing practical and operational features.Accordingly,the study deconstructs the elements of STEM classroom observation around four key dimensions:student learning,teaching,classroom culture,and technology application;and constructs a three-dimensional matrix of STEM classroom evaluation based on three aspects:evaluation design,evidence collection,and evaluation implementation,which provides references to understand STEM classrooms,and implement STEM teaching evaluation.

关 键 词：STEM教育 教学评价 课堂观察 教师专业发展 

分 类 号：G423.04[文化科学—课程与教学论]