中外学生中心的有效教学模式应用最新进展——基于PISA 2015数据的研究  

New Directions of Student-Centered Effective Teaching in China and Other Countries——Evidence from PISA 2015 Data

作　　者：张燕杰 孟令奇[2] ZHANG Yanjie;MENG Lingqi(College of Elementary Education,Xinjiang Normal University,Urumqi Xinjiang 830017,China;College of Education,Qufu Normal University,Qufu Shandong 273165,China)

机构地区：[1]新疆师范大学初等教育学院,新疆乌鲁木齐830000 [2]曲阜师范大学教育学院,山东曲阜273165

出　　处：《吉林省教育学院学报》2019年第1期109-113,共5页Journal of Jilin Provincial Institute of Education

基　　金：教育部人文社科一般课题(15YJA880046)

摘　　要：学生中心和教师中心的教学是学界争论不休的一对教学模式,目前学界倾向于超越这种二元论的认识。PISA 2015基于这种超二元的认识从实证的角度提供了两种教学中的有效成分数据。数据分析显示,被选的七个国家教师中有大约三分之二在其日常教学中应用学生中心的模式,有三分之一的教师则采取教师中心的模式。文中通过呈现七个国家的学生中心的教学实施情况,展示了各个国家发展这一教学模式的多样性。中国学生中心的教学并没有有效促进学生协作问题解决能力的发展。There has been debating for a long time between student-centered and teacher-centered teaching models in education.Now a new way to conceptualize these models is the non-either-or perspective. PISA 2015 provided empirical evidence for this new perspective. The present study showed that about two-thirds of teachers adopted student-centered method while one-third of teachers adopted teacher-centered pedagogy in their daily teaching among seven countries. As well, the present study also demonstrated how these seven countries implemented student-centered pedagogy in a variety of ways. Student-centered pedagogy did not facilitate the development of students' cooperative problem solving ability.

关 键 词：PISA 2015 有效教学 学生中心 小组合作 

分 类 号：G51[文化科学—教育学]