教学策略效能的不同水平  

Levels of Instructional Strategy

作　　者：戴维.梅里尔 盛群力[2] 华煜雯[2] 

机构地区：[1]美国Brigham青年大学夏威夷分校 [2]浙江大学教育学院,浙江杭州310028

出　　处：《远程教育杂志》2007年第4期18-22,共5页Journal of Distance Education

摘　　要：本文确认了一组被不同教学理论和有效实践所青睐的"首要教学原理"。作者认为成功地运用"首要教学原理"同教学策略的效能水平息息相关。四个具有不同效能水平的教学策略分别是:呈现相关信息;呈现相关信息与展示论证新知;呈现相关信息、展示论证新知和尝试应用练习;聚焦完整任务、展示论证新知和尝试应用练习。另外还有五个起到增量作用的教学策略分别是:激活相关旧知,理清知识结构,反思学习效果,鼓励探究发现和彼此交流所得。This paper identifies a set of instructional strategy principles that have been prescribed by a number of different instructional theories and recommended practices. The author proposes that the successive application of these first principles of instruction define different levels of instructional strategy. Four levels of instructional strategy are described： information only, information plus demonstration, information plus demonstration plus application, and task-centered with demonstration and application. Five strategy enhancements are described： activation, structure, reflection, extrapolation, and going public

关 键 词：首要教学原理 教学策略效能水平 教学策略增量 

分 类 号：G623.5[文化科学—教育学]