论“六步三段两分支”教学过程模型  

On“Six Steps,Three Sections and Two Branches”Teaching Model

作　　者：刘君玲 许爱红 王坦[2] 

机构地区：[1]山东省教育科学研究院 [2]山东省教育厅,济南250011

出　　处：《四川师范大学学报（社会科学版）》2015年第6期70-77,共8页Journal of Sichuan Normal University(Social Sciences Edition)

基　　金：全国教育科学"十二五"规划教育部重点课题"科学取向的教学论在中小学学科教学中的应用研究"(DHA120232)的研究成果之一

摘　　要："六步三段两分支"教学过程模型的知识论基础是信息加工心理学的广义知识分类理论,其学习论基础是不同类型的知识学习过程和条件的理论。因此,该模型不仅能指导陈述性知识的教学过程设计,而且能指导陈述性知识向智慧技能和认知策略转化的教学过程设计。它的提出受了加涅的"九个教学事件"的影响,但它超越了加涅的"九个教学事件"。近20年的教学实践表明,该模型好学好用,能有效处理课堂教学中的知识与能力教学的复杂关系;推广该模型具有重要的现实意义。The theoretical basis of knowledge of＂six steps,three sections and two branches＂teaching model is classification theory of broad knowledge of information processing psychology.Its learning theory contains theories of the learning process and conditions of different types of knowledge.Therefore this model can guide instructional design of both declarative knowledge and the transformation from declarative knowledge to intellectual skills and cognitive strategies.Although its putting forward was influenced by Gagne＇s nine events of instruction,it surpasses the nine events of instruction.20years＇ teaching practice shows that the model is easy to learn and easy to use.This model can effectively deal with the complex relationship between knowledge and ability in classroom teaching.Thus the promotion of this teaching model has its practical significance.

关 键 词：“六步三段两分支” 教学过程模型 陈述性知识 程序性知识 

分 类 号：G632.4[文化科学—教育学]