随着国家大力发展科学教育，小学科学课堂日益受到重视。对典型的优质科学课例进行分析对常规科学课堂建设具有重要意义。尽管国内外对科学课堂教学日益关注，但这些研究大多是从学科、社会和教师层面提供教学建议与策略，从学习科学视角对真实科学课堂中的教学行为进行系统性分析的研究相对较少。近年来，Karpicke等人在《science》上发表的提取学习系列研究成果得到了教育学和心理学界的广泛关注，其核心观点是认为提取行为是促进学生进行意义学习的关键，这为科学课堂的分析带来了新的视角。同时，优质的科学课堂中很可能就隐含着丰富的提取活动，探索其隐含的特征与规律可以更好地为常规科学课堂建设提供借鉴。基于此，本研究从提取学习视角构建科学课堂分析框架，对省级名师课博会观摩课和市级示范教学研讨课进行对比分析，探讨小学科学课堂中的提取式教学行为特征与模式。

首先，在分析、归纳和整理有关提取学习、科学课堂教学和教学行为分析编码系统相关文献的基础上，本文构建了一个基于提取学习视角的小学科学课堂教学行为分析编码框架；然后，本研究选取省级名师课堂观摩课和示范教学研讨课作为研究对象，并应用所构建的编码框架对视频进行编码与分析；接着，运用滞后序列分析方法挖掘课博会课例和研讨会课例的提取式教学行为模式；再基于上述分析使用教学过程机制图对典型课例进行分析，利用比较研究法对比分析课博会课例和研讨会课例的提取式教学行为特征和模式。

研究发现：（1）课博会课例和研讨会课例中都包含了丰富的提取活动，其中最常用到的提取行为是提问和精心询问；（2）课博会课例和研讨会课例均体现出“交互提取-探究/知识讲授”相间隔的课堂结构特点，但课博会课例包含更多的“交互提取”教学环节，且持续时间更长，师生交互提取式学习分布更为均匀；（3）课博会课例中提取式学习更为主动和深度。课博会教师采用精心询问的提取式教学策略促使学生进行提取式学习更为显著，且教师进行开放性提问的持续时间更长，而研讨会采用了更多知识讲解等非提取教学策略；（4）课博会课例中学生群体性提取学习活动更多。课博会课例表现出更多的同伴指导特征，如实验探究和小组讨论活动，表明生生间具有更多交流和表达的机会；（5）课博会和研讨会课例中均弱化了“练习”这一提取学习策略的运用。

本研究可以为一线科学教师提供以下参考：第一，善用提取学习这把被低估的“利器”，在课堂教学中善用和活用练习、精心询问、同伴指导和绘制图示等能促进学生进行提取学习的策略；第二，在课堂教学中巧妙运用“低风险测验”来引导学生动手动脑提取脑海中的信息；第三，创新提取学习的策略，尝试“游戏化提取”的方式来削弱学生对提取本身的抵触情绪；第四，教学和研究同步进行，丰富提取学习理论和实践研究。

With the development of science education, science classroom in primary school has been paid more and more attention. It is of great significance to analyze typical high-quality science lessons for the construction of conventional science classes. Despite the increasing attention paid to science classroom teaching at home and abroad, most of these studies provide teaching suggestions and strategies from the disciplinary, social, and teacher levels, and relatively few researches systematically analyze the teaching behavior in real science classrooms from the perspective of Learning Science. In recent years, Karpicke et al. published a series of research results on retrieval learning in Science, which has attracted wide attention in the field of pedagogy and psychology. The core view is that retrieval behavior is the key to promoting students' meaningful learning, which brings a new perspective to the analysis of the science classroom. At the same time, a high-quality science classroom is likely to contain rich retrieval activities, exploring its hidden characteristics and laws can better provide a reference for the construction of a conventional science classroom. Based on this, this study constructs the analysis framework of science classroom from the perspective of retrieval-based learning, makes a comparative analysis of the observation class of the provincial famous teachers' expo classes and the demonstration teaching seminar classes at the municipal level, and discusses the characteristics and patterns of retrieval-based teaching and learning behavior in primary school science classroom.

Firstly, based on analyzing, sorting out, and summarizing the domestic and foreign literature on retrieval-based learning, science classroom teaching, teaching behavior analysis coding systems, and other relevant literature, this paper constructed a primary school science classroom teaching behavior analysis coding framework based on retrieval-based learning perspective. Then, selected five expo classes and five seminar classes on a large domestic classroom observation platform as the research objects, and the constructed coding framework was used for video analysis. Then, the method of Lag Sequential Analysis is used to explore the retrieval-based learning behavior patterns of the lessons in the expo and the seminar. Based on the above analysis, typical lesson examples are selected for analysis by referring to the Mechanism Diagram of Instruction Procedure, and the characteristics and modes of retrieval-based learning and teaching behavior of the expo and seminar lessons are compared by comparative study method, and finally, the research conclusion is drawn.

The findings are as follows: (1) There are abundant retrieval activities in both the expo and seminar classes, among which the most commonly used retrieval behavior is questioning and elaborative interrogation; (2) Both the expo and seminar lessons showed the characteristics of the classroom structure of "interactive retrieval - inquiry/knowledge teaching" interval, but the expo lessons contained more "interactive retrieval" teaching links, lasted longer, and the distribution of interactive retrieval-based learning between teachers and students was more uniform; (3) Retrieval-based learning is more active and in-depth in the expo classes. The retrieval-based teaching strategy of elaborative interrogation was adopted by teachers in the expo to promote students to carry out retrieval-based learning more significantly, and the duration of teachers' open questioning was longer, while the non-retrieval-based teaching strategy of more knowledge explanation was adopted in the seminar; (4) There are more group learning activities for middle school students in the class expo. The examples of the expo show more characteristics of peer instruction, such as experimental exploration and group discussion activities, indicating that students have more opportunities to communicate and express themselves; (5) The application of the retrieval-based learning strategy of practice was weakened both in the examples of class expos and seminars.

Based on this, the following immature views are provided for the hard-working teachers rooted in the frontline, aiming to help teachers consciously design retrieval activities and improve science classroom teaching from the perspective of retrieval-based learning: Firstly, making better use of the underrated tool of retrieval-based learning. In classroom teaching, the strategies such as making good use of practice, elaborative interrogation, peer instruction, and drawing diagrams can promote students' retrieval-based learning; Secondly, the low-risk test is skillfully used to guide students to retrieval, and low-risk test is often used in classroom teaching to guide students to retrieval the information in their minds; Thirdly, the innovation of retrieval-based learning strategy, try to the gamification of retrieval; Fourthly, teaching and research should be carried out simultaneously to promote research with teaching and guide teaching with research.