【作 者】：
聂 昱， 邓丽敏， 王 楠， 郝瑜沛
【关 键 词 】：
博物馆学习； 高阶思维； 课堂话语分析； 时序分析； 师生对话
【栏 目】：
课程与教学
【中文摘要】：
近期，国务院相关部门出台了一系列政策，鼓励利用博物馆资源开展系列活动课程，博物馆的青少年教育功能逐渐受到重视。文章以北京科学中心的10门课程作为研究对象，采用内容分析和滞后序列分析等方法探究课堂上师生对话的特点和学生高阶思维的发展情况。研究发现：博物馆课堂上存在四种典型的对话结构，且博物馆课堂中存在大量的实践环节，衍生了多样的教育内容和教育形式；教师使用合适的引发和反馈话语，如追问、解释等，能最大限度地促进学生高阶思维发展；学生在博物馆课程中展现出高阶思维的比例约为44%，但展现的高阶思维类型不均衡。针对研究结论，提出充分利用博物馆中的教育资源以提高课堂协同知识建构水平，优化话语策略以促进学生高阶思维发展，加强制度设计以促进博物馆教育高质量发展等建议。
【英文摘要】：
Recently, the relevant departments of the State Council have issued a series of policies to encourage the use of museum resources to carry out a series of activities and courses, and the educational function of museums for young people has gradually received attention. This paper takes 10 courses in Beijing Science Center as the research object, and uses content analysis and lag sequence analysis to explore the characteristics of teacher-student dialogue and the development of students' higher-order thinking in the classroom. The study finds that there are four typical dialogue structures in museum classrooms, and there are many practical sessions in museum classrooms, which derive diverse educational contents and educational forms. Teachers' use of appropriate initiation and feedback discourse, such as follow-up questioning, explanation, can maximize the development of students' higher-order thinking. The proportion of higher-order thinking in museum courses is about 44%, but the types of higher-order thinking displayed are uneven. According to those findings, it is suggested that to make full use of the educational resources in the museum to improve the level of collaborative knowledge construction in the classroom, to optimize the discourse strategy to promote the development of students' higher-order thinking and to strengthen institutional to promote the high-quality development of museum education.