“双减”背景下北京市中小学课堂教学问题的诊断与改进——基于204节录像课的分析  

Diagnosis and Improvement of Classroom Teaching Problems in Primary and Secondary Schools in Beijing under the Background of“Double Reduction”:An Analysis Based on 204Video Courses

作　　者：贾美华[1] 何光峰[1] 李晓蕾[1] JIA Meihua;HE Guangfeng;LI Xiaolei(Beijing Academy of Educational Science,Beijing 100036)

机构地区：[1]北京教育科学研究院,100036

出　　处：《教育科学研究》2024年第1期68-75,共8页Educational Science Research

基　　金：北京市教育科学“十四五”规划重点课题“‘互联网+’背景下中小学课堂教学新样态的‘北京模式’构建与实践探索研究”(CHAA21023)的阶段性成果。

摘　　要：运用“北京市中小学课堂教学观察与评价系统”,对北京市26个学科的204节中小学录像课进行分析诊断,指出现阶段基础教育课堂教学存在的关键问题包括:教学目标关注高阶思维不够,可操作性不够,没有完全指向学习结果;教学任务的挑战性不够,教学问题的设计在体现思维的逻辑性方面有待提升;师生互动存在较多问题,教师讲授、提问以及学生被动发言仍为主要方式,给予学生的等待时间严重不足,对学生的发言更关注正确答案。说明对学生高阶思维品质的培养仍是教学中的不足。针对上述问题,从教学目标、教学内容设计、教学实施三个层面提出改进建议。Using the“Beijing Primary and Secondary School Classroom Teaching Observation and Evaluation System”,this study analyzed and diagnosed 204 primary and secondary school video courses from 26 disciplines.It points out some key problems existing in the teaching of basic education at the present stage.Such as:the teaching goal does not pay enough attention to the high-level thinking goal,the operability is not enough,and it does not fully point to the learning results.The challenge of teaching tasks is not enough,and the design of teaching problems needs to be improved in reflecting the logic of thinking.There are many problems with teacher-student interaction in the teaching process.Lecturing,questioning and students'passive speech are still the main methods;and the waiting time given to students is seriously insufficient.The above shows that the cultivation of students'high-level thinking quality is still a real congestion point in teaching.In response to these issues,improvement suggestions are proposed from three levels:teaching objectives,teaching content design,and teaching implementation.

关 键 词：录像课分析 教学诊断 教学改进 

分 类 号：G420[文化科学—课程与教学论]