【摘要】 当前中小学课堂中普遍缺乏教师鼓励学生提出问题的行为。按照“提出问题—获取证据—评估证据—应用证据—效果评价”的循证实践研究范式，借助基于大数据的课堂观察、路径分析、深度访谈、行动研究等方法，探索循证视域下教师改进鼓励学生提问行为的实践路向。研究结果表明，教师鼓励学生提出问题行为受到内部因素与外部因素的综合影响，基于大数据的循证教学研究促进了教师教学行为的改进和实践性知识的发展，并且提升了学生提出问题的数量及质量。更多还原

【Abstract】 there is a general lack of teachers’ encouragement of students to ask questions in primary and secondary classrooms. This study follows the evidence-based practice research paradigm of "raising questions—accessing evidence—appraising evidence—applying evidence—assessing effects " and uses methods such as classroom observation based on big data, path analysis, in-depth interviews, and action research to explore the practical ways for teachers to improve the behavior of encouraging students to ask questions. The results of the study show that teachers’ behavior of encouraging students to ask questions is influenced by a combination of internal and external factors. Evidence-based teaching research based on big data promotes the improvement of teachers’ teaching behavior and the development of practical knowledge, and improves the quantity and quality of students’ questions.更多还原