教学过程数据驱动下的教学解释探究  

Research on Instruction Interpretation Based on Instruction Process Data Drive

作　　者：何文涛 黄立新[1] 王良辉[1] He Wentao;Huang Lixin;Wang Lianghui(Department of Educational Technology, School of Teacher Education, Zhejiang Normal University, Jinhua Zhejiang 321004)

机构地区：[1]浙江师范大学教师教育学院教育技术学系

出　　处：《中国电化教育》2019年第7期38-45,共8页China Educational Technology

基　　金：2019年度浙江省哲学社会科学规划青年课题“智慧学习环境下基于知识建模图的学习资源整合及其应用研究”(项目编号:19NDQN374YB);全国教育科学规划教育部重点课题“数据驱动的精准教学模型建构及其实证研究”(项目编号:DCA160262)的阶段性成果

摘　　要：单凭个体直观经验、宏观测评数据、交互文本或教学视频进行教学解释,无法达到对教学的全面深刻理解。教学解释需要专业化教学理解工具的辅助。教学过程机制图是理解教学的重要中介。借助教学过程机制图可获得教学的大致过程如何及存在哪些问题等教学过程特征数据,基于这些特征数据,再根据特定教学行为的转录文本便可揭示该行为产生的具体原因。因此,该文提倡在教学过程数据的驱动下进行教学解释。通过个案分析发现,教学过程数据驱动下的教学解释框架可用来辅助教学反思,对找到恰当的教学干预以促使或克服特定教学行为的再次发生具有很大帮助。另外,旁观者和教师均可借助该解释框架进行教学解释,旁观者解释教学是为了更好地理解别人的教学,而教师则是为了能够在理解自己教学的基础上反思改进教学。反思改进教学是教师的私人活动,教学过程发生的缘由和意义只能由行动者本人做出解释。旁观者的教学解释对教师反思改进教学只是一个参考,教师不能按照旁观者的意图去改,否则教学不再是教师的教学,而变成了旁观者的教学。It is impossible to fully understand the instruction in terms of intuitive experience, macroscopic assessment data,interactive text or instruction video. The instruction interpretation needs the specialized instruction understanding tool to assist. The mechanism diagram of instruction procedure is an important medium of instruction comprehension. Through the mechanism diagram of instruction procedure, we can clearly know what the general process and the problems of instruction. Based on this characteristic data of the instruction process, the specific reasons for this behavior can be revealed according to the transcriptional text of specific instruction behaviors. Therefore, we advocate the use of characteristic data of the instruction process for instruction interpretation.Through the case study, the Instruction Interpretation framework Based on Instruction Process Data Drive can be used to assist instructional reflection and is helpful to find appropriate instruction intervention to promote or overcome the recurrence of specific instruction behaviors. In addition, both bystanders and teachers can use the interpretation framework for instruction interpretation.Bystanders explain the instruction is to better understand others’ instruction, while the teacher is to reflect and improve teaching on the base of understanding his own instruction. Reflecting and improving instruction is the private activity of teachers. The reason and significance of the instruction process can only be explained by the actor himself. The instruction interpretation of bystanders can only be a reference to teachers’ reflection and improvement. The teacher’s instruction can’t be changed according to the intention of the bystander, otherwise the instruction is not the teacher’s instruction, but the bystander’s instruction.

关 键 词：教学过程机制图 教学解释 数据驱动 协作学习 

分 类 号：G434[文化科学—教育学]