关注经验的平衡:教学设计的逻辑起点——兼评“平均变化率”的教学设计  

Concerning the Balance of Experience:the Logical Starting Point of Instructional Design

作　　者：曹新[1,2] 张晓辉 

机构地区：[1]赣南师范学院数学与计算机科学学院,江西赣州341000 [2]华东师范大学课程与教学系,上海200062 [3]赣州市第三中学,江西赣州341000

出　　处：《赣南师范学院学报》2010年第6期93-97,共5页Journal of Gannan Teachers' College(Social Science(2))

基　　金：江西省高等学校教学改革研究课题(JXJG-08-11-15);江西省教育科学"十一五"规划项目(09ZD016)

摘　　要：为了考察教学设计中学科与学生的平衡问题,采用质性研究中的案例方法,探讨了若干优秀教学设计案例对直接经验与间接经验的处理.结果发现,即使是优秀的教学设计案例,在平衡直接经验与间接经验的关系问题上也存在着不同的问题:或者对学生学习经历缺乏关注,或者对学生今后的学习预期不够关心,或者对人类共同的数学经验漠然处之.基于此,提出教学设计必需关注两类经验的平衡问题.In order to investigate the balance between discipline and students of instructional design,using the case method in qualitative research,we have discussed certain outstanding instructional design case to the direct experience and indirect experience＇s processing.The result discovered that even if is the outstanding teaching design case,also has the different problem at the balanced direct experience and in indirect experience＇s relational question： Either studies the experience to the student to lack the attention,either anticipated insufficiently cared to the student present＇s study,either hold looses to the human common mathematics experience.Based on this,we proposed that the instructional design essential pay attention to two kind of experience＇s balance.

关 键 词：经验的平衡 教学设计 逻辑起点 平均变化率 

分 类 号：G633.6[文化科学—教育学]