“以学生为中心的互动分析编码系统(SIAS)”为框架，将课堂教学行 为分为教师语言、学生语言、学生行为、沉寂、适用技术五部分，对 STEM 课堂教学行为的结构和模式进行分析。发现该 STEM 项目中教师行为和学生 行为的频率相近;该课堂教师直接言语多、间接言语少;学生个人展示与小 组讨论多、生成性发言少;教学方法多样，教师能够根据具体情况选择不同 的提问、讲授、课堂管理、回应学生的方式，较为重视师生互动与课堂纪律 管理。最后，研究指出课堂教学行为中学生话语量多但主动言语少的矛盾， 可能原因为教师对 STEM 理念理解存在偏差。

The study uses the Student Centered Interaction Analysis System as the framework, makes the teaching and learning behavior classified into five categories (teacher’s verbal behavior, students’ verbal behavior, students’ non-verbal behavior, silence, and usage of technique), and try to analyze the structure of teaching and learning behavior and the pattern of teaching. Findings suggest that 1) the teacher behavior’s frequency of occurrence and the student behavior’s frequency of occurrence are very close; 2) the teacher usually conducts direct speaking behavior but seldom conducts indirect speaking behavior; 3) the students usually conduct presentation and group talk behavior but seldom conduct active speaking behavior; 4) the teacher uses various teaching approach, and always chooses the appropriate approach based on different situation, paying attention to interacting with students and controlling the classroom. The paper then discusses the contradiction between the high frequency of student speaking behavior and low frequency of active behavior, pointing that this may be resulted from teacher’s inaccurate understanding of STEM education.