肖思漢，男，博士，華東師範大學教育學部副教授。
基本介紹
- 中文名：肖思漢
- 學位/學歷：博士
- 職業：教師
- 專業方向：課程與教學論、學習科學與教學設計、課堂互動與話語分析
- 任職院校：華東師範大學
研究方向,出版圖書,學術成果,榮譽獎項,
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
出版圖書
作者類型：
作者時間：2018年5月
國內第一本系統闡釋課堂互動研究源流、理論與方法的著作 國際學習科學協會主席威廉·桑多瓦爾具名推薦 ---------------------------------------------------------------------------------- 學生究竟是怎樣學習的？教師應該...
展開
學術成果
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畫華東師範大學教育學課題
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託項目
學術專著
肖思漢．聽說：探索課堂互動的研究譜系[M]．華東師範大學出版社，2017．
期刊論文
Xiao, S.(in press). Rhetorical Use of Inscriptions in Students’Written Arguments About Socioscientific Issues.Research in Science Education.
Xiao. S.(2019). More than data: A multivocal inquiry into video-based research on learning and teaching.ECNU Review of Education,
肖思漢，William A. Sandoval．科學課堂上的“探究”與“實踐”有何不同[J]．課程·教材·教法，2017
肖思漢．論科學素養的“日常實踐”轉向[J]．全球教育展望，2017
肖思漢．基於互動分析取徑的課堂教學評價[J]．教育發展研究，2017
肖思漢，[美]德利馬．基於視頻的學習過程分析：為什麼？如何做？[J]．華東師範大學學報（教育科學版），2017
Xiao, S., & Sandoval, W. A. (2017). Associations Between Attitudes Towards Science and Children’s Evaluation of Information About Socioscientific Issues.Science & Education
肖思漢，劉暢．課堂話語如何影響學習──基於美國課堂話語實證研究的述評[J]．教育發展研究，2016,
肖思漢，William A. Sandoval．如何將科學探究的主體還給學生──基於課堂互動分析的經驗研究[J]．課程·教材·教法，2014
肖思漢．課堂影像拍攝與轉錄的若干議題：基於互動分析方法的探討[J]．教育學報，2013
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
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. 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. 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. 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.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畫華東師範大學教育學課題
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託項目
肖思漢．聽說：探索課堂互動的研究譜系[M]．華東師範大學出版社，2017．
Xiao, S.(in press). Rhetorical Use of Inscriptions in Students’Written Arguments About Socioscientific Issues.Research in Science Education.
Xiao. S.(2019). More than data: A multivocal inquiry into video-based research on learning and teaching.ECNU Review of Education
肖思漢，William A. Sandoval．科學課堂上的“探究”與“實踐”有何不同[J]．課程·教材·教法，2017
肖思漢．論科學素養的“日常實踐”轉向[J]．全球教育展望，2017
肖思漢．基於互動分析取徑的課堂教學評價[J]．教育發展研究，2017
肖思漢，[美]德利馬．基於視頻的學習過程分析：為什麼？如何做？[J]．華東師範大學學報（教育科學版），2017
Xiao, S., & Sandoval, W. A. (2017). Associations Between Attitudes Towards Science and Children’s Evaluation of Information About Socioscientific Issues.Science & Education,
肖思漢，劉暢．課堂話語如何影響學習──基於美國課堂話語實證研究的述評[J]．教育發展研究，2016
肖思漢，William A. Sandoval．如何將科學探究的主體還給學生──基於課堂互動分析的經驗研究[J]．課程·教材·教法，2014
肖思漢．課堂影像拍攝與轉錄的若干議題：基於互動分析方法的探討[J]．教育學報，2013
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
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.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. 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. Boulder, CO: International Society of the Learning Sciences.
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.
榮譽獎項
2018上海市第十四屆哲學社會科學優秀成果獎學科學術類著作二等獎（聽說：探索課堂互動的研究譜系）
2018第二屆全國教育實證研究優秀成果獎（基於視頻的學習過程分析：為什麼？如何做？）
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）
