華東師范大學課程與教學系研究生導師：肖思漢

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華東師范大學課程與教學系研究生導師肖思漢介紹如下：

肖思漢

副教授，所長助理

洛杉磯加州大學，哲學博士

電子郵箱：shxiao@kcx.ecnu.edu.cn

個人簡介：畢業于洛杉磯加州大學(UCLA)，人類發展與心理學專業，獲博士學位，現為華東師范大學課程與教學研究所副教授、所長助理，兼任美國教育研究協會、國際學習科學協會、美國科學教學研究協會、美國心理學協會會員，SSCI 期刊Journal of Research in Science Teaching，Science & Education等雜志的審稿人。研究方向：課程與教學論，學習科學與教學設計，課堂互動與話語分析。

學術榮譽

2014–2015博士論文獎學金，洛杉磯加州大學(University of California, Los Angeles)

2014博士候選人聯席會議獎，第11屆國際學習科學年會(The 11th International Conference of the Learning Sciences)

2010–2014國家建設高水平大學公派研究生項目(學費與生活費全額資助)，國家留學基金委

科研項目

2016–2019項目負責人，“重塑科學課堂教學模式實證研究——以課堂爭論為載體”，國家社會科學基金“十三五”規劃教育學青年課題

2016–2018項目負責人，“小學生科學爭論中的圖像證據運用研究”，上海市高峰學科建設計劃華東師范大學教育學課題

2016–2018項目負責人，“圖文教材的學習機制研究”，上海市教委教研室委托項目

期刊論文

肖思漢，[美]德利馬.基于視頻的學習過程分析：為什么?如何做?[J].華東師范大學學報(教育科學版)，2017, 35(5): 55–71.

Xiao, S., & Sandoval, W. A. (2017). Associations Between Attitudes Towards Science and Children’s Evaluation of Information About Socioscientific Issues. Science & Education, 26(3), 247–269. doi:10.1007/s11191-017-9888-0

肖思漢，劉暢.課堂話語如何影響學習──基于美國課堂話語實證研究的述評[J].教育發展研究，2016, (24): 45–54.

肖思漢，William A. Sandoval.如何將科學探究的主體還給學生──基于課堂互動分析的經驗研究[J].課程·教材·教法，2014，34(7)：48–54.

肖思漢.課堂影像拍攝與轉錄的若干議題：基于互動分析方法的探討[J].教育學報，2013，9(4)：44–50.

肖思漢.留法勤工儉學運動何以造就無產階級革命者[J].教育史研究，2009，85(5)：58–61.

會議論文

Xiao, S., & Sandoval, W. A. (2016). Resolving Disagreements in Evaluating Epistemic and Disciplinary Claims in Middle School Science. In Looi, C.-K., Polman, J. L., Cress, U., and Reimann, P. (Eds.), Transforming Learning, Empowering Learners: Proceedings of the 12th International Conference of the Learning Sciences (Vol. 2, pp. 835–838). Singapore: International Society of the Learning Sciences.

Xiao, S. (2014). Children’s Use of Inscriptions in Argumentation About Socioscientific Issues. In Polman, J. L., Kyza, E. A., O’Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O’Connor, K., Lee, T., and D'Amico, L. (Eds.), Learning and Becoming in Practice: Proceedings of the 11th International Conference of the Learning Sciences (Vol. 3, p. 1763). Boulder, CO: International Society of the Learning Sciences.

Xiao, S., & Sandoval, W. A. (2014). Children’s Use of Inscriptions in Written Arguments About Socioscientific Issues. In Polman, J. L., Kyza, E. A., O’Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O’Connor, K., Lee, T., and D'Amico, L. (Eds.), Learning and Becoming in Practice: Proceedings of the 11th International Conference of the Learning Sciences (Vol. 2, pp. 1107–1111). Boulder, CO: International Society of the Learning Sciences.

會議報告

Xiao, S. & Liu, C. (2017). Framing of Everyday Decisions and Inscriptional Resources in High School Biology Textbooks in China. Paper presented at the Annual Meeting of American Educational Research Association. San Antonio, TX, USA.

Xiao, S., & Sandoval, W. A. (2016). Resolving Disagreements in Evaluating Epistemic and Disciplinary Claims in Middle School Science. Paper presented at the 12th International Conference of the Learning Sciences. Singapore.

Liu, X., Chen, S., Jin, Y., Pei, X., Zheng, T., & Xiao, S. (2016). Understanding Middle School Teachers’ Processing of Student-Generated Resources in Science Classrooms. Paper presented at the 12th International Conference of the Learning Sciences. Singapore.

Xiao, S., & Sandoval, W. A. (2015). Functional Roles of Inscriptional Evidence in Children's Written Arguments about Socioscientific Issues. Paper presented at the Annual Meeting of National Association for Research in Science Teaching. Chicago, IL, USA.

Xiao, S. (2015). Using Multiple Mathematical Representations and Facilitating Meaning Making: A Study Analyzing Mathematics Lessons in Urban Chinese High Schools. Paper presented at the Annual Meeting of American Educational Research Association. Chicago, IL, USA.

Xiao, S., & Sandoval, W. A. (2015). Influences of Argument Instruction on Children’s Use of Evidence in Socioscientific Issues. Paper presented at the Annual Meeting of American Educational Research Association. Chicago, IL, USA.

Sandoval, W. A., Xiao, S., Redman, E. H., & Enyedy, N. D. (2015). Encouraging Argument as the Connective Discourse of Scientific Practices. Paper presented at the Annual Meeting of National Association for Research in Science Teaching. Chicago, IL, USA.

Xiao, S., & Sandoval, W. A. (2014). Children’s Use of Inscriptions in Written Arguments about Socioscientific Issues. Poster accepted at the Annual Convention of American Psychological Association. Washington, D.C., USA.

Xiao, S., & Sandoval, W. A. (2014). Children’s Use of Inscriptions in Written Arguments about Socioscientific Issues: A Pre-Post Analysis. Paper presented at the 11th International Conference of the Learning Sciences. Boulder, CO, USA.

Sandoval, W. A., Enyedy, N. D., Redman, E. H., Xiao, S., & Ryu, S. (2014). Organizing a Culture of Argumentation in Science Classrooms. Paper presented at the Annual Meeting of American Educational Research Association. Pennsylvania, PA, USA.

Xiao, S. (2013). “I Thought You Said Lüse Liangge Lüse”: Situating Stances in the Construction of Accounts and English-Mandarin Codeswitching in a Board Game. Paper accepted at the Annual Meeting of American Anthropological Association. Chicago, IN, USA.

Xiao, S., & Sandoval, W. A. (2013). How Attitudes Toward Science Affect Sixth-Graders’ Evaluation of Information in the Context of Socioscientific Issues. Poster presented at the Annual Meeting of American Educational Research Association. San Francisco, CA, USA.

Xiao, S., & Huo, Y. (2013). Remote Control or Let Go: Conceptual Change of Parenting of Chinese Very Young International Students’ Parents. Poster accepted at the Biennial Meeting of Society for Research in Child Development. Seattle, WA, USA.

Xiao, S., & Sandoval, W. A. (2012). Influences on Teachers’ Capacities to Use Educative Curriculum Materials as Intended. Paper presented at the Annual Meeting of National Association for Research in Science Teaching. Indianapolis, IN, USA.

教授課程：

課程研究方法：基礎與應用

課堂情境的互動分析