国外教学策略研究的回顾及其启示  

Review and Enlightenment of Teaching Strategy Research Abroad

作　　者：戴永[1] DAI Yong(Inner Mongolia University for Nationalities,Tongliao 028043,China)

机构地区：[1]内蒙古民族大学数学学院,内蒙古通辽028043

出　　处：《黑龙江高教研究》2020年第4期91-97,共7页Heilongjiang Researches on Higher Education

基　　金：2017年度国家民委教改项目“民族高校‘三位一体’中学数学教师培养模式的实践与探索”(编号:17101)。

摘　　要：自20世纪60年代开始,国外教学策略研究主要经历教学策略的初步探索、以教师为中心的教学策略研究、以学生为中心的教学策略研究和信息技术支持下的多元教学策略融合研究等四个发展阶段,在教学策略的含义、类型、内容和有效性评价等方面都取得了丰硕成果。这些成果对我国教学策略研究具有多方面的启示:开展基于教学证据、教学理论、实践经验的综合研究;推进认知型、情感型和课堂管理策略的综合研究;推动教师教学策略、学生学习策略、课程设计策略和媒体运用策略的融合研究。The development of foreign research on teaching-strategy(TS) has experienced four major stages, that is, the preliminary exploratory stage of TS, the stage of teacher-centered TS, the stage of student-centered TS, the stage of integration of multiple instructional strategies under information technology since the 1960 s. Significant achievements have been made in the connotations, the classifications, the basic main contents, and the effectiveness evaluation of TS up to now. The enlightenment of foreign research on TS to ours are as follows: developing the research of combination with teaching evidence, teaching theory and teaching experience, promoting the collaborative research of cognitive teaching strategies, affective teaching strategies and classroom management strategies, conducting the research of integrating teachers’ teaching strategies with students’ learning strategies, curriculum design strategies and media application strategies together.

关 键 词：教学策略 学业成绩 多元教学策略 回顾 启示 

分 类 号：G649.21[文化科学—高等教育学]