教学策略运用的实践逻辑——一位小学数学教师的个案研究  

On Practical Logic of the Application of Teaching Strategies——A Case Study on a Primary Mathematics Teacher

作　　者：马佳[1] 

机构地区：[1]北京大学教育学院

出　　处：《教育学术月刊》2010年第3期25-29,共5页Education Research Monthly

基　　金：北京市教育科学"十一五"规划重点课题"教师的实践性知识研究"(AIA06135)的阶段性成果之一

摘　　要：作为教育实践的教学策略的运用,有其自身的实践逻辑。文章呈现了两类教学策略及其运用的案例,并且分别从教学情境、关键要素及其结构两个层面对这两种教学策略的实践逻辑进行了分析。研究发现,这两类教学策略运用的实践逻辑在逻辑起点、结构清晰度以及效果反馈周期长度方面存在较大差异,同时,两者也有一些相同之处。希望通过本研究能提醒教育工作者看到教学策略运用以及教育实践的多样性与复杂性。The applications of teaching strategies,which are part of an educational practice,has its own practical logic. This article presents two kinds of teaching strategies with their cases of application, and analyses their practical logic in two aspects of teaching situation and essential elements and structure. Study shows that practical logic in the application of both strategies share some common grounds, but at same time both have great differences in logical starting points, structure clarity, and response time. Hopefully, educational workers could perceive the diversity and complexity of teaching strategies through application and educational practice.

关 键 词：教学策略的运用 实践逻辑 教学策略分类 关键要素 结构 

分 类 号：G623.5[文化科学—教育学]