循证教学的过程逻辑与运行机制  

On the Process Logic and Operational Mechanism of Evidence-based Teaching

作　　者：崔友兴[1,2] Cui Youxing(Elemenlary Education College,Hainan Normal Universily,Haikou Hainan 571158,China;Busic Educatiom Curriculum and Instruction Research Center of Hainan Prooince,Hainan Normal Universily,Haikou Hainan 571158,China)

机构地区：[1]海南师范大学初等教育学院,海口571158 [2]海南师范大学海南省基础教育课程与教学研究基地,海口571158

出　　处：《课程．教材．教法》2021年第1期64-71,共8页Curriculum，Teaching Material and Method

基　　金：国家社会科学基金青年项目“西部民族地区乡村教师获得感测评与提升研究”(20CMZ026)。

摘　　要：循证教学即基于证据的教学,是教师主体基于经验、智慧与证据,在师生交往互动中促进学生学习与发展的实践活动,具有系统性与结构性、开放性与生成性、协同性与创新性的特征。循证教学的过程逻辑是循证教学实践内在规律的体现,包括学科逻辑、教导逻辑、学习逻辑、素养逻辑和时空逻辑。愿景引导机制、主体协作机制、证据支撑机制、实践反思机制和场域支持机制是推动循证教学有效运行的机理。Evidence-based teaching refers to the teaching activities according to evidence.It is a practical activity for teachers to guide students to learn based on experience,wisdom and evidence,and to promote students development in the interaction bet ween teachers and students.It is systematic and structured,open and generative,cooperative and innovative.The process logic of evidence-based teaching,which includes discipline logic,instruction logic,learning logic,competency logic and space-time logic,is the embodiment of the inherent law of evidence-based teaching practice,and is the interaction and intrinsic relationship among the constituent elements of evidence-based teaching.Vision guiding mechanism,subject coope ration mechanism,evidence supporting mechanism,practice reflection mechanism and field supporting mechanism are the mechanisms to promote the effective operation of evidence-based teaching.

关 键 词：循证教学 过程逻辑 运行机制 

分 类 号：G42[文化科学—课程与教学论]