“双减”政策下教师作业设计能力的发展困境与突破路径  

The Development Dilemma and Breakthrough Path of Teacher's Homework Design Ability Under the"Double Reduction"Policy

作　　者：王佳佳[1] 郭钰鑫 Wang Jiajia;Guo Yuxin

机构地区：[1]江苏大学教师教育学院,江苏镇江212013

出　　处：《教育学术月刊》2024年第5期66-72,共7页Education Research Monthly

基　　金：江苏高校哲学社会科学研究重大项目“‘双减’政策下学生作业的系统性重构研究”(编号:2022SJZD048);江苏省教育科学“十四五”规划重点课题“‘双减’政策下家长的教育转向与行动逻辑研究”(编号:B/2021/01/41)。

摘　　要：“双减”政策的深入推进迫切需要发展教师的作业设计能力,以提高学生作业的质量。但在当前,教师作业设计能力的发展处于困境之中,具体表现为教师开展作业设计的自觉意识较为淡薄、教师开展作业设计的知识储备相对有限、教师开展作业设计的实践操作缺乏支持。教师作业设计能力的发展困境源于诸多因素的综合作用。教师教育体系的空位导致教师作业设计能力先天不足,因循传统的惯性阻碍了教师作业设计的探索尝试,政策推进的压力使得教师作业设计能力的发展处于边缘地位。为了突破当前的困境,需要通过设立标准构建教师作业设计能力的发展框架,通过教研协同引领教师作业设计能力的发展路向,通过数据赋能加速教师作业设计能力的发展进程,通过共同体建设增强教师作业设计能力的发展动能。The in-depth promotion of the"Double Reduction"policy urgently requires the development of teachers'homework design ability to improve the quality of students'homework.However,the development of teachers'homework design ability is in a dilemma at present,which is reflected in the relatively weak consciousness of teachers in carrying out design,the relatively limited knowledge reserve of teachers to design,and the lack of support for teachers'practical operation of homework design.The development dilemma of teachers'homework design ability stems from the comprehensive effect of many factors.The vacancy of teacher education system has lead to the inherent deficiency of teacher's homework design ability.The inertia of following tradition has hindered the exploration and attempt of teacher's homework design.The pressure for policy advancement has put the development of teacher's homework design ability in a marginal position.In order to break through the current dilemma,it is necessary to establish a development framework by setting standards,guide the development direction of teacher homework design ability through teaching and research,accelerate the development process through data empowerment,and enhance the development momentum through community construction.

关 键 词：“双减” 学生作业 作业设计 教师专业发展 

分 类 号：G424.2[文化科学—课程与教学论]