An Analysis of Argumentation Discourse Patterns in Elementary Teachers’ Science Classroom Discussions
An Analysis of Argumentation Discourse Patterns in Elementary Teachers’ Science Classroom Discussions
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小学教师科学课堂讨论中的论证话语模式分析
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
B. Hand
中科院分区：
文献类型：
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作者：
Sungho Kim;B. Hand
摘要 这个多案例研究调查了六位小学教师的论证话语模式与学生在科学课堂上的讨论之间的关系。通过分析教师的笔录和记录的课堂时间，得出了四类课堂特征：教师和学生争论的结构、方向性、运动和学生谈话的结构。结果表明，教师话语模式之间的差异与他们修改后的改革教学观察协议（RTOP）分数以及这些差异的相互作用如何影响学生的学习有关。与 RTOP 中低分的教师相比，RTOP 得分高的教师更有可能质疑学生的主张、解释和辩护，并为学生的回答提供更少的指导和更多的等待时间。高水平师范班的学生可以用证据来挑战、辩护、拒绝和支持彼此的想法，并且比中、低水平师范班的学生需要更少的指导。
Abstract This multiple case study investigated how six elementary teachers’ argumentation discourse patterns related to students’ discussions in the science classroom. Four categories of classroom characteristics emerged through the analysis of the teachers’ transcripts and recorded class periods: Structure of teacher and student argumentation, directionality, movement, and structure of student talk. Results showed that the differences between the teachers’ discourse patterns were related to their modified reformed teaching observation protocol (RTOP) scores and to how the interaction of those differences affected student learning. Teachers with high RTOP scores were more likely to challenge their students’ claims, explanations, and defenses and to provide less guidance and more waiting time for their students’ responses than teachers with medium- and low-level RTOP scores. Students in the high-level teachers’ classes challenged, defended, rejected, and supported each other’s ideas with evidence and required less guidance than students in the medium-level and low-level teachers’ classes.