理解循证教学:缘起内涵、主要特征与实施策略  

Evidence-based Instruction:Origin Connotation,Main Characteristics and Implementation Strategies

作　　者：邓敏杰[1] DENG Min-jie(Henan Normal University,Xinxiang 453007,China)

机构地区：[1]河南师范大学教育学部,河南新乡453007

出　　处：《黑龙江高教研究》2022年第7期155-160,共6页Heilongjiang Researches on Higher Education

基　　金：河南省高校人文社会科学研究一般项目“信息化环境下具身学习机理及发展路径研究”(编号:2022-ZZJH-186);河南省教师教育课程改革研究项目“职前教师智慧教学素养的具身培育研究与实践”(编号:2022-JSJYYB-005)的阶段性研究成果。

摘　　要：循证教学指遵循证据的教学,是将最佳研究证据、专业智慧、学生特征等三者有机整合进行教学决策和开展教学活动的过程。作为一种证实有效的教学方法,它被视为教育实践科学化和实施有效教学的新途径,具有教学有效性、多方参与性、证据最佳性、双向互动性和系统动态性等五个主要特征。为了加快教育实践的循证转向、促进循证教学健康持续发展,可以采取强化循证意识和文化保障、提供获取最佳证据的支撑、提升循证教学设计与实践能力、发挥信息技术环境的条件优势等实施策略。Evidence-based instruction refers to the teaching of following evidence. It is a process, in which the best evidence is organically integrated with professional wisdom and students’ values in order to make teaching decisions and carry out activities. As an effective teaching method, it is regarded as a new way of scientific educational practice and effective teaching, and presents five main characteristics which include teaching effectiveness, multi-participation, evidence optimality, two-way interaction, and system dynamics. In order to accelerate the evidence-based turn of educational practice and promote the healthy and sustainable development of evidence-based instruction, we can take to strengthen evidence-based awareness and cultural guarantee, providing support for obtaining the best evidence, enhancing the ability of evidence-based teaching design and practice, and giving play to the conditional advantages of information technology environment and other implementation strategies.

关 键 词：循证 证据 循证教学 循证实践 

分 类 号：G642[文化科学—高等教育学]