智慧课堂场域下教师设计思维:结构要素与培育路径  

Teacher Design Thinking in Smart Classroom:Structural Elements and Cultivation Paths

作　　者：张蓉菲 田良臣[1] ZHANG Rongfei;TIAN Liangchen(Department ofEducation,Jiangnan University,Wuxi Jiangsu 214122)

机构地区：[1]江南大学教育学院,江苏无锡214122

出　　处：《电化教育研究》2022年第9期106-113,共8页E-education Research

基　　金：2021年教育部新文科研究与改革实践项目“新文科视域下综合性大学教师教育改革与实践”(项目编号:20210850)。

摘　　要：教师设计思维作为智慧型教师的一种创新型认知方式,其与智慧课堂场域具有紧密的逻辑关联性。文章指出智慧课堂场域下教师设计思维培育的必要性,剖析智慧课堂场域下教师设计思维的结构要素,并提出智慧课堂场域下教师设计思维培育路径:其一,聚焦学科认知体系建构与转化,重塑教师在智慧课堂中的设计者角色;其二,以教研圈建设与课例研究为基本方法,促进教师群体协同设计思维对话;其三,开发智能识别等思维工具,关注教师整合性设计思维建构与发展;其四,开展循证化智慧教学过程监测,助推创设教师设计思维建模与应用。As an innovative way of cognition for intelligent teachers,teacher design thinking is closely and logically related to the smart classroom field.This paper points out the necessity of cultivating teacher design thinking in the smart classroom field,analyzes the structural elements of teacher design thinking in the smart classroom field,and proposes the paths for cultivating teacher design thinking in the smart classroom field.First,it is necessary to focus on the construction and transformation of subject cognitive systems and reshape teachers’role as designers in the smart classroom.Second,it is necessary to promote collaborative design thinking dialogues among teachers by using the construction of teaching and research circles and lesson studies as basic methods.Third,it is necessary to develop intelligent recognition and other thinking tools to focus on the construction and development of teachers’integrated design thinking.Fourth,it is necessary to carry out evidence-based monitoring of smart teaching process to help create teacher design thinking modeling and application.

关 键 词：智慧课堂 教师设计思维 结构要素 协同设计 思维建模 

分 类 号：G434[文化科学—教育学]