基于“可见的学习”理论的语文教学设计、过程及评价  

The Design,Process and Evaluation of Chinese Teaching Based on"Visible Learning"Theory

作　　者：石修银[1] Shi Xiuyin(The Research Center for Rasic Education Curriculum Textbooks,Fujian Institute of Fducation,Fuzhou Fujian 350001,China)

机构地区：[1]福建教育学院基础教育课程教材研究中心,福州350001

出　　处：《课程．教材．教法》2021年第8期83-89,共7页Curriculum，Teaching Material and Method

摘　　要：“可见的学习”理论提出倡导让学生的学对教师可见,使教学对学生可见,强化教师作为“适应性专家”的主导性地位。本文因此提出对当今语文教学的设计、过程与评价三个维度的重构思路,探索新教材单元教学与任务群教学语境下深度教学的策略,以期为当今语文教学的提质寻找一个新路径。The theory of“visible learning”advocates making students’learning visible to teachers,making teaching visible to students,and strengthening the dominant position of teachers as"adaptive experts".This paper therefore proposes to reconstruct three dimensions of Chinese teaching today:design,process and evaluation,and explore strategies for deeper teaching in the context of unit teaching and task group teaching of new textbooks,thus to find a new path for improving the quality of Chinese teaching today.

关 键 词：教学问题 可见的学习 教学重构 

分 类 号：G633.3[文化科学—教育学]