基于归纳思维和印证思维的课例研究  

Two Thinking Modes of Lesson Study:Inductive Thinking and Confirmatory Thinking

作　　者：魏宏聚[1] 辛晓玲 Wei Hongjv;Xin Xiaoling

机构地区：[1]河南大学教育学部,河南开封475004

出　　处：《河南大学学报（社会科学版）》2024年第2期113-117,155,共6页Journal of Henan University(Social Sciences）

基　　金：河南省教育科学规划重大课题“河南省教学名师工作室运行现况及成效追踪研究”(2024JKZB13)阶段性成果。

摘　　要：生成实践性教学理论是课例研究的核心价值诉求。归纳性课例研究和印证性课例研究为创生实践性教学理论提供了两种重要的研究范式。基于归纳思维的课例研究秉承“从个别到一般”的思维方法,通过“选取典型课例—定性为某种教学设计活动—归纳蕴含于典型教学活动中的经验”的基本路径,生成实践性教学理论;而基于印证思维的课例研究则强调,在通过课例印证已有教学设计标准的过程中总结归纳教学设计原理,形成实践性教学理论,其遵循“掌握教学设计标准—呈现课例并印证解释标准—总结归纳教学设计原理”的基本思路。无论是归纳性课例研究还是印证性课例研究,两者在反馈教学实践、提供技术性参照、彰显教师智慧以及促进教师专业成长等方面都具有同样重要的实践价值。The core value of the study of the class is to generate practical teaching theory.The study of inductive and proof of the curriculum provides two important research models for the theory of practical teaching for creative students.The study of curriculum based on inductive thinking adheres to the thinking method of"from individual to general",and generates practical teaching theory through the basic path of"selecting typical class examplesqualitative as a certain teaching design activity summarizing the experience contained in typical teaching activities";while the study of class based on proof thinking emphasizes the summary of the existing teaching design standards through the course of verifying the class examples Inductive teaching design principle forms practical teaching theory,which follows the basic idea of"master teaching design standardpresent the class example and confirm the interpretation standardsummarize the inductive teaching design principle".Whether it is inductive or proof study,they play the same important practical value in feedback teaching practice,providing technical reference,showing teachers'practical wisdom and promoting teachers'professional growth.

关 键 词：课例研究 归纳思维 印证思维 实践性教学理论 

分 类 号：G632[文化科学—教育学]