CER-L框架支持A-Level物理主观题作答的案例研究

A Case Study of Using the CER-L Framework to Support Students’ Responses to A-Level Physics Structured Questions

摘要: 文章关注在中国A-Level物理课堂中，CER-L框架对学生解释题作答的影响。CER-L框架包括结论陈述、证据使用、推理展开和科学语言准确性四个维度，是帮助学生建立因果式作答的框架。研究选取三名A-Level物理学生作为个案进行分析，比较其前测和后测解释题答案。结果显示，三名学生后测总分均高于前测，但提升方式存在差异。学生A在结论陈述和推理展开方面提升最多；学生B在证据使用和推理展开方面有所改善，但在波动主题中未建立稳定解释框架；学生C的结论陈述提升明显，但科学语言准确性下降。研究表明，CER-L框架能够为物理解释题提供有效的结构支架，但不能替代具体概念理解和科学语言训练。教学中应将CER-L框架与学科因果链、范例对比、答案修改和分层支持结合使用。

Abstract: This study investigates the effects of the CER-L framework on students’ responses to explanation questions in a Chinese A-Level Physics classroom. The CER-L framework consists of four dimensions: Claim, Evidence, Reasoning, and Scientific Language Accuracy. It aims to help students construct complete explanations. This study selected three A-Level Physics students as individual cases and compared their pre-test and post-test responses to explanation questions. The results show that all three students achieved higher total scores in the post-test, but their dimensions of improvement are different. Student A showed clear improvement in Claim and Reasoning. Student B improved in Evidence and Reasoning, but still cannot clearly explain the topic of waves. Student C showed clear improvement in Claim, but declined in Scientific Language Accuracy. The findings suggest that the CER-L framework can provide an effective structural scaffold for physics explanation questions, but it cannot replace conceptual understanding or scientific language training. In teaching practice, the CER-L framework should be combined with subject-specific causal chains, comparison of examples, answer revision, and differentiated support.