CAJ | 학술논문

对小学科学课堂教学中教师行为与学生行为进行分类，形成小学科学课堂教学行为分类系统。在这一行为分类系统中，将教师行为分成四大类16个具体行为，将学生行为分成三大类10个具体行为。根据开发的行为系统，利用行为分析软件，对16节选自科学教育年会的公开课进行量化的行为分析。通过分析发现，在小学科学课堂上，教师能够给学生留出较多用于研究和讨论的时间；但是，教师需要在提问和反馈策略上多下工夫，需要给小组集体研讨汇报提供更多的机会，需要控制学生操作活动次数，提高操作活动的质量。
대소학과학과당교학중교사행위여학생행위진행분류，형성소학과학과당교학행위분류계통。재저일행위분류계통중，장교사행위분성사대류16개구체행위，장학생행위분성삼대류10개구체행위。근거개발적행위계통，이용행위분석연건，대16절선자과학교육년회적공개과진행양화적행위분석。통과분석발현，재소학과학과당상，교사능구급학생류출교다용우연구화토론적시간；단시，교사수요재제문화반궤책략상다하공부，수요급소조집체연토회보제공경다적궤회，수요공제학생조작활동차수，제고조작활동적질량。
This article classifies teachers＇ behavior and students＇ behavior in science class, forming a classification system in primary science class. In this system, teachers＇ behavior is divided into four categories and 16 specific behaviors; students＇ behavior is divided into three categories and 10 specific behaviors. Based on the behavior classification system, through behavior analysis software, we quantified teachers＇ behavior and student＇s behavior in 16 open classes from the annual conference of the Science Education Conference in China. Through the analysis, we found that, in primary science class, teachers can give enough time for students to do exploration and discussion. However, teachers should make more efforts to improve question strategy and feedback strategy;teachers need to provide more opportunities for students to do group research reports;teachers need to control times of students＇ operating activities to improve the quality of these activities.