显性直接教学的概念演进、核心内涵与实践启示  

The Concept Evolution, Key Connotation and Practical Implications of Explicit Direct Instruction

作　　者：赵国庆[1] 孙兴艳 盛海曦 樊蓓蓓[2] 周歆然 Zhao Guoqing;Sun Xingyan;Sheng Haixi;Fan Beibei;Zhou Xinran

机构地区：[1]北京师范大学教育学部教育技术学院,北京100875 [2]北京师范大学未来教育学院,广东珠海519087

出　　处：《远程教育杂志》2023年第5期28-37,共10页Journal of Distance Education

基　　金：国家社会科学基金“十四五”规划2021年度教育学一般项目“信息化思维教学的理论构建与实证研究”(项目编号:BCA210092)的研究成果。

摘　　要：显性直接教学是在大直接教学(大DI)、小直接教学(小di)、显性教学(EI)等直接类教学法的基础上发展起来的新型教学方法,是“教师中心”教学取向中体现“教学效率”的一面与“学生中心”教学取向中体现“主动建构”一面的双向融合,较好地体现了“双主”教学结构思想。由于学术界围绕直接类教学的争论较多,对大直接教学、小直接教学、显性教学和显性直接教学这组概念进行深入辨析,并在此基础上提炼出显性直接教学的四大核心要素,有助于研究者准确把握其核心要义。研究表明:认知建模将问题解决中隐藏的思维策略和思维过程显性化从而降低学生的外在认知负荷,支架渐隐通过逐步撤除非必要支架将学生的最近发展区不断向前推进,理解检查通过“提问-讨论-反馈”实现互动建构效果的及时确认,分层干预通过“直接教学-课内指导-课后指导”为大部分学生的学业成功提供保障。显性直接教学通过知识结构可视化帮助学困生达成知识的深度理解,通过还原问题解决中隐含的思维策略与方法促进拔尖生高阶思维发展,为平衡知识传授效率与发展学生高阶思维、兼顾学困生“双基”习得和拔尖生创新能力培养提供解决方案,从而在国家“双减”战略和“核心素养”导向教学改革的双重背景下,在课堂教学层面实现“公平有质量的教育”。显性直接教学还远不是教学法螺旋式优化的终点,未来发展需要积极吸纳学习科学最新研究成果,在现代信息技术的赋能下,加速教师专业发展进程。Explicit Direct Instruction(EDI)is a new teaching method developed based on direct instruction approaches such as direct instruction(little di),Direct Instruction(big DI),and Explicit Instruction(EI).It is a two-way integration of“efficiency”in“teacher-centered”teaching approaches and“active construction”in“student-centered”approaches,which embodies the thought of“double master”teaching structure.Due to many debates on direct instruction approaches,an in-depth analysis of the concepts of big DI,little di,EI,and EDI has been made.Based on it,four key characteristics of EDI,namely cognitive modeling,scaffold fading,checking for understanding,and stratified intervention,have been refined to help researchers accurately grasp the core essentials.Research has shown that cognitive modeling can reduce extraneous cognitive load presented to students by revealing the hidden thinking strategies and processes in problem solving.Scaffold fading can push forward students’ZPD(zone of proximal development)step by step through gradually removing unnecessary scaffolding.Checking for understanding timely confirms the effect of interactive knowledge construction through“question-peer discussion-feedback”.Stratified intervention(Direct Instruction,In-Class Intervention,Out-of-Class Intervention)ensures the academic success of most students.EDI helps struggling students reach a deep understanding of knowledge through visualizing the structure of knowledge,and promotes the development of higher-order thinking of top students by revealing the underlying thinking strategies of problem solving.It provides a solution for balancing the efficiency of knowledge transfer and the development of students’higher-order thinking,as well as taking into account the acquisition of the“double fundamentals”by struggling students and the cultivation of the innovative ability of top-notch students,so as to realize“fair and quality education”at the classroom level in the context of the national“double reduction”polic

关 键 词：显性直接教学 认知建模 支架渐隐 理解检查 分层干预 思维可视化 思维策略 精准教学 

分 类 号：G420[文化科学—课程与教学论]