补救教学探论  

Exploration of Remedial Instruction

作　　者：纪德奎 刘灵鸽 Ji Dekui;Liu Lingge

机构地区：[1]天津师范大学教育学部,天津300387

出　　处：《课程．教材．教法》2023年第8期48-55,共8页Curriculum，Teaching Material and Method

基　　金：国家哲学社会科学基金项目“服务高质量育人体系的基础教育课程与教学发展研究”(22VRC037)。

摘　　要：补救教学是学校利用课余时间为学业低成就学生提供的系统化教学活动,是提升学生学习能力和学业水平的重要手段。在教育高质量发展背景下,补救教学是保证每位学生达到学业质量标准的现实需要,是实现教育公平正义的应然举措,也是落实“双减”政策的客观要求。补救教学实践框架包含全面精准的对象诊断、分层进阶的目标设定、开放多元的资源开发、务本适切的教学实施、多维复合的评价反馈等环节。补救教学的推进要秉承“素养本位—减负提质”的育人立场,构建“交融互摄—虚实结合”的育人体系,构筑“多元共建—文化治理”的育人格局。Remedial instruction is a systematic teaching activity provided by school after class for students with low performance,an important tool to strengthen their learning ability and level.It is realistic need to ensure that every student meets the academic achievement standards,a necessary measure to achieve educational equity and justice and an objective requirement to implement the double reduction policy.Its practical framework includes comprehensive and accurate object diagnosis,graded and progressive objective setting,open and diversified resource development,fundamental and appropriate implementation and multidimensional eval ua tion,To promote it,we should take the stance of"competency-based,burden reduction and quality improvement",construct the system of"int egration and combination of virtuality and reality",and build the pattern of"multiple-subject collaboration and cultural governance".

关 键 词：补救教学 义务教育高质量发展 教育公平 “双减”政策 

分 类 号：G42[文化科学—课程与教学论]