显性直接教学视角下的科学课堂分析框架构建及验证  

Constructing and Validating a Science Classroom Analysis Framework Based on Explicit Direct Instruction

作　　者：赵国庆[1] 樊蓓蓓[2,3] Zhao Guoqing;Fan Beibei(Faculty of Education,Beijing Normal University,Beijing 100875;College of Education for the Future,Beijing Normal University,Zhuhai Guangdong 519087;BDA New Town School of the high School Affiliated to Renmin University of China,Beijing 100176)

机构地区：[1]北京师范大学教育学部教育技术学院,北京100875 [2]北京师范大学未来教育学院,广东珠海519087 [3]人大附中亦庄新城学校,北京100176

出　　处：《远程教育杂志》2024年第6期62-72,共11页Journal of Distance Education

基　　金：国家社会科学基金:“十四五”规划2021年度教育学一般项目“信息化思维教学的理论构建与实证研究”(项目编号:BCA210092)的研究成果。

摘　　要：做好科学教育加法,推进科学教育高质量发展,已成为我国新时代教育改革的核心目标之一。课堂是教学活动实施的主阵地,提高科学课堂教学质量是实现科学教育加法的落脚点和突破口。显性直接教学力求通过“精心地设计教学”和“高效地实施教学”让所有学生获益,具有促进知识深度理解和高阶思维能力发展的双重潜力。本研究以显性直接教学为理论视角,首先在文献分析的基础上提取了显性直接教学的核心策略和教学行为,然后通过两轮德尔菲法和两节课例的试编码,构建了显性直接教学视角下的科学课堂分析框架。研究随机选择5节课例进行背对背编码,结果表明编码具有较高的评分者一致性信度,验证了该课堂分析框架的可用性。该分析框架包括认知建模、检查理解、支架渐隐和分层干预4个一级指标,以及分解复杂技能、教师建模、教师出声思考和学生出声思考等17个二级指标。该框架为科学课堂教学分析和效果评估提供了新的理论视角和可操作性工具,弥合了显性直接教学理论与科学课堂分析之间的理论—实践鸿沟。Enhancing science education and advancing its high-quality development have become central objectives of educational reform in China’s new era.As the primary site for teaching activities,the classroom plays a pivotal role in improving the quality of science instruction and serves as the key entry point for advancing science education.Explicit direct instruction(EDI)emphasizes the delivery of“well-crafted”and“well-taught”lessons,aiming to benefit all students while fostering both deep content understanding and the development of higher-order thinking skills.This study adopts EDI as its theoretical lens,identifying its core strategies and teaching behaviors through a comprehensive literature review.Through a two-round Delphi method and trial coding of two sample lessons,the study developed an analytical framework for science classrooms based on EDI principles.Five additional lessons were randomly selected for back-to-back coding,with results demonstrating high inter-rater reliability,thus confirming the framework’s feasibility.The framework includes four primary components—cognitive modeling,checking for understanding,scaffold fading,and tiered intervention—along with 17 specific subcategories,including decomposing complex skills,teacher modeling,teacher think-aloud,student think-aloud and so on.This framework offers a novel theoretical perspective and a practical tool for analyzing and evaluating science classroom teaching,bridging the gap between EDI theory and classroom practice.

关 键 词：显性直接教学 课堂分析框架 德尔菲法 认知建模 支架渐隐 理解检查 分层干预 

分 类 号：G423[文化科学—课程与教学论]