我国学案教学研究的回顾与反思  

Review and Reflection of Research on “Learning Plan-guided Teaching” in China

作　　者：刘岗[1] 

机构地区：[1]山西师范大学教育科学研究院,山西临汾041004

出　　处：《课程．教材．教法》2014年第8期98-103,共6页Curriculum，Teaching Material and Method

基　　金：山西省高等学校人文社会科学重点研究基地项目"山西省中小学教师教学设计能力现状调查研究"的研究成果

摘　　要：我国学案教学研究萌生于20世纪80年代,经历了初步实践、稳步发展、全面深化三个阶段。研究者对学案概念、价值、学案设计、学案教学模式以及学案教学的有效性等问题进行了较为全面的探讨。但是,学案教学研究在价值诉求与实际效应之间仍存在很大落差,理论研究滞后于实践研究,研究过程与论证随意,科学性、严谨性不足。今后的研究应该着重于学案概念体系的清晰建构;着力于"科学化"研究,探索学案教学的独特价值;深入开展合作研究,实现理论与实践的辩证发展。China＇s learning plan-guided teaching researches were born in the 1980s; it experienced three stages, namely preliminary practice stage, steady development stage and comprehensively deepening stage. Researchers have a comprehensive discussion on the concept, value, design, mode and effectiveness of it. However, there is a large gap between the value aim and the actuat effect of this study; theoretical study lags behind the practiee~ study process and argument are casual, lack of scientific evidence and academic rigour. Future research should focus on the clear construction of the concept; on ＂scientific＂ study and exploring the unique value of learning plan-guided teaching; on further collaborative research and the dialectical development of the theory and practice.

关 键 词：学案教学 研究 回顾 反思 

分 类 号：G42[文化科学—课程与教学论]