化学教育中学习轨迹的概念及内涵分析  

Connotation of Learning Trajectory in Chemistry Education

作　　者：刘祎玮 卢姗姗[1] LIU Yi-Wei;LU Shan-Shan(College of Chemistry,Engineering and Materials Science of Shandong Normal University,Ji'nan 250014.China)

机构地区：[1]山东师范大学化学化工与材料科学学院,山东济南250014

出　　处：《化学教育（中英文）》2024年第9期2-8,共7页Chinese Journal of Chemical Education

摘　　要：学习轨迹是特定教学活动下学生学习心理的轨迹,有利于教师掌握学情从而实现以学生为中心的教学。在国内外相关文献基础上,首先明确学习轨迹是学生在由教学引起的关键事件上认知、情感、动机等与学习有关的动态心理过程的总和;提炼出学习轨迹的3个特征,分别为特异性、序列性和结构化;之后介绍了学习轨迹的探查、教学与测评以及教师专业发展等研究领域;最后从教学设计和有效教学2个方面探讨了学习轨迹的研究价值,为化学教育研究者了解该领域提供一些参考。The learning trajectory is the trace of students'learning process under the influence of specific teaching activities,which is beneficial for teachers to grasp the students'learning process and to achieve student-centered teaching.In this paper,based on related literatures,learning trajectory is defined as the total state of students'cognitive,emotional,motivation in key events caused by teaching,and then extract three features of the learning trajectory,namely specificity,sequence,and structure;afterwards,research areas such as exploring learning trajectories,teaching and evaluation,and teacher professional development are introduced.The research value of learning trajectory is discussed from two aspects of teaching design and practice,which provides some references for chemical education researchers to understand the value of this field.

关 键 词：学习轨迹 学习进阶 教师专业化 

分 类 号：G633.8[文化科学—教育学]