【摘要】 物理师范生是未来科学教育的实施者，其科学推理能力的提升是重要的培养目标之一。虽然参与科学探究活动是提升科学推理能力的重要途径，但在教学实践中发现小组同伴间能否有效互动会影响小组成员科学推理能力的发展。对此，本文在现有的论证驱动教学模式中嵌入结构化同伴辅导，通过优化师范生之间的协作与反思强化机制以加强科学推理能力各维度。同时，采用定量与定性相结合的混合设计。定量检测表明师范生科学推理能力水平前后测存在显著差异，定性分析利用Nvivo 15对实验报告和课堂讨论指南进行基于iSTAR推理框架的定向内容分析，结果表明，同伴辅导能有效促进师范生科学推理能力各维度的提升。更多还原

【Abstract】 Physics teacher trainees are the future implementers of science education, and the enhancement of their scientific reasoning ability is one of the important training objectives.Although participating in scientific inquiry activities is an important way to enhance scientific reasoning ability, it is found in teaching practice that whether or not group peers can effectively interact with each other affects the development of group members’ scientific reasoning ability.In this regard, this study embedded structured peer tutoring in an existing argumentation-driven instructional model to strengthen the dimensions of scientific reasoning ability by optimizing collaboration and reflective reinforcement mechanisms among teacher educators.A mixed design combining quantitative and qualitative was used.Quantitative testing showed significant differences in the pre and post-tests of teacher trainees’ scientific reasoning ability levels, and qualitative analysis utilized Nvivo 15 to conduct directed content analysis of the experimental reports and classroom discussion guides based on the iSTAR reasoning framework, which indicated that structured peer tutoring was effective in facilitating the enhancement of the dimensions of teacher trainees’ scientific reasoning ability.更多还原