高中数学建模课堂对话的结构特征与类型差异——基于两节优质课例的IRF编码分析

Structural Characteristics and Type Differences of Classroom Dialogues in High School Mathematics Modeling Classroom—An IRF Coding Analysis Based on Two High-Quality Lesson Examples

摘要: 数学建模课堂是培养学生核心素养的重要载体，但现有研究对建模课堂中师生对话的结构特征与动态规律缺乏系统分析。本研究基于IRF理论，采用录像分析法，对两节高中数学建模优质课例(一节统计建模、一节几何建模)的师生对话进行编码分析，从发起、回应、反馈及对话结构四个维度，比较两类数学建模课堂的师生对话特征。研究发现课堂提问以高阶思维为主，学生回应多含建模要素，教师反馈重在深化与整合；对话结构呈现从“教师主导”向“师生共探”的动态过渡，且统计建模课堂侧重问题抽象阶段，几何建模课堂则聚焦验证优化阶段，差异与两类建模任务的认识论特征相吻合。上述结果表明，高质量的建模课堂对话需依据建模类型与教学进程调整提问策略、反馈方式及互动结构，教师不应机械套用统一对话模式，而应有意识地在不同阶段投入差异化的对话资源。研究结论为优化高中数学建模教学中的师生互动提供了实证依据与实践启示。

Abstract: Mathematical modeling classrooms serve as crucial platforms for cultivating students’ core competencies, yet existing research lacks a systematic analysis of structural characteristics and dynamic patterns in teacher-student interactions during modeling instruction. Grounded in IRF theory and employing video analysis methodology, this study conducted coding analysis of dialogues from two exemplary high school mathematics modeling lessons (one on statistical modeling and one on geometric modeling). Through four dimensions—initiation, response, feedback, and dialogue structure—we compared interaction patterns between the two instructional approaches. Findings reveal that classroom questioning predominantly employs higher-order thinking strategies, student responses frequently incorporate modeling elements, and teacher feedback emphasizes conceptual deepening and integration. Dialogue structures demonstrate a dynamic transition from “teacher-dominated” to “co-constructed exploration,” with statistical modeling classes focusing on problem abstraction phases while geometric modeling classes concentrate on validation and optimization stages—differences consistent with the epistemological characteristics of respective modeling tasks. These results indicate that high-quality modeling classroom dialogues require adaptive adjustments to questioning strategies, feedback mechanisms, and interaction frameworks based on modeling types and instructional progression. Teachers should avoid rigid application of standardized dialogue templates and instead strategically deploy differentiated interaction resources at distinct instructional phases. The findings provide empirical evidence and practical insights for optimizing teacher-student interactions in high school mathematics modeling instruction.