国外教学解释研究及启示  

Foreign Research on Instructional Explanation and Its Enlightenment

作　　者：李刚 LI Gang(Faculty of Education,Northeast Normal University,Changchun 130024,China)

机构地区：[1]东北师范大学教育学部,吉林长春130024

出　　处：《杭州师范大学学报（社会科学版）》2022年第5期86-93,共8页Journal of Hangzhou Normal University(Humanities and Social Sciences)

基　　金：2022年度吉林省社会科学基金一般自选项目“新时代教师教学素养研究”(2022B137)的研究成果。

摘　　要：教学是促使学生核心素养形成的关键一环。从教学的本质出发可以发现,教学具有基本的解释性特征,教师深刻了解教学解释意涵并掌握实践原则有着现实价值。综合来看,教学解释是所有教学的核心,其覆盖学习者的学习历程并指向学习者的深度学习,其按照不同分类标准可分为不同的类型。在课堂教学中,教师的教学解释并不总是成功,有效教学解释的建构需要遵循四方面的原则,即教学解释应该适应学习者的知识前提,应侧重于基本概念和基本原则,应融入学习者正在进行的认知活动中以及不应取代学习者的知识建构活动等。基于此,教师可采用循环教学解释机制在教学实践中为学习者提供解释。为了提升教师教学解释效果,应帮助教师建构指向学习者的个性化学科教学知识,帮助教师落实指向核心素养的大概念教学。Teaching is the key link to promote the formation of student’s core competence. From the essence of teaching,it is discovered that teaching has basic explanatory characteristics. It is of practical value for teachers to deeply understand the meaning of instructional explanation and grasp the practical principles. In summary,instructional explanation is the core of all teaching,which can be divided into different types according to different classification standards. In classroom teaching,teachers. instructional explanation is not always successful and the construction of effective teaching needs to follow four principles,namely instructional explanation should adapt to the learners. knowledge of the premise,focus on the basic concept and principle,be integrated into the learner’s ongoing cognitive activities,and not replace the learner’s knowledge construction activities. Based on this,teachers can use circular instructional explanation mechanism to provide explanations for learners in teaching practice. In the future,we can improve the effect of teachers. instructional explanation by helping teachers construct personalized PCK oriented to learners and help teachers implement the big idea teaching oriented to core competence.

关 键 词：学习僵局 教学解释 大概念教学 

分 类 号：G424[文化科学—课程与教学论]