苏珊·哈克基础融贯论视域中的科学课堂话语分析  

Science Classroom Discourse Analysis in the Perspective of Susan Haack Foundherentism

作　　者：王龚 杨帆 WANG Gong;YANG Fan(Office of Academic Affairs/Education College,Shanghai Normal University,Shanghai 200234,China)

机构地区：[1]上海师范大学教务处,上海200234

出　　处：《比较教育学报》2024年第4期148-164,共17页Journal of Comparative Education

摘　　要：科学教育的重要目标是塑造学生关于科学本质的经验。科学课堂的话语既是构建这一经验的重要因素,也是观测这一经验形成过程的有效透镜。科学教育界关于科学本质的三维理论和话语分析与学者所提出的三重话语秩序理论是高度契合的。这为建构一个理论框架、分析基础教育科学课堂上的话语秩序特征,及其变化如何影响科学本质教学的效果与背后机制提供了可能。案例分析揭示了三重话语秩序在科学课堂上的“结构-功能”,并通过“过程-事件”的线索予以呈现,得出指向科学本质的课堂话语秩序,可能具备的特征为:科学课堂上师生表述科学知识的话语角度,通过由孤立的命题向模态化知识,进而向精细复杂的大概念体系过渡;师生沟通科学探究过程的语体,通过由封闭的IRE模式向论争模式,进而向知识生产模式过渡;师生从事科学实践的身份,由传统学校机构关系向理性对话关系,进而向社会亲和关系的过渡。研究者基于话语秩序的以上连续广谱特征,从苏珊·哈克基础融贯论的科学哲学立场出发,对当下科学教育的传统尊崇主义和新犬儒主义进行了批判。An important goal of science education is to cultivate students’experiences of the nature of science.Discourse in science classroom is a key element in constructing these experiences and as an effective lens for observing the formation of this experience.The theory of the nature of science perfectly consists with the theory of discourse order,which provideds a possibility to establish a framework to analyze the mechanism of how discourse influences NOS("nature of science")teaching in basic education.The case study reveals“structurefunction”of science classroom discourse through"process-event"strategy,and concludes that discourse dimension got through isolated statements,to modelized knowledge,to elaborated grand concepts system;genre dimension got through closed IRE mode,to argumentation mode,to knowledge production model;style dimension got through institutional identity,to dialogical identity to affinity identity.Based on above findings and using a foundherentism standpoint,researchers criticized traditional sanctification and new cynicism in science education.

关 键 词：科学教育 科学本质教学 课堂对话 话语分析 基础融贯论 

分 类 号：G40-011.8[文化科学—教育学原理]