循证课堂诊断:价值意蕴、要素结构与行动逻辑  

Evidence-based Classroom Diagnosis:Value Implication,Element Struc⁃ture and Action Logic

作　　者：魏宏聚[1] 林歌 王志程 WEI Hongju;LIN Ge;WANG Zhicheng(Faculty of Education,Henan University,Kaifeng Henan,475004)

机构地区：[1]河南大学教育学部,河南开封475004

出　　处：《现代基础教育研究》2024年第2期149-154,共6页Research on Modern Basic Education

基　　金：河南省教育科学规划2024年度重大课题“河南省教学名师工作室运行现况及成效追踪研究”(项目编号:2024JKZB13);2022年度河南大学研究生培养创新与质量提升行动计划项目“实践性教学理论创生研究”(项目编号:SYLYC2022036)。

摘　　要：课堂诊断是提高课堂教学有效性的一种重要手段。审视传统课堂诊断发现,诊断标准易受个体主观经验所桎梏、诊断主体力量构成缺乏多元化、诊断过程中归纳意识缺失等,这是传统课堂诊断实践的局限所在。循证实践是耦合课堂诊断内涵、要素和发展的分析视角,循证课堂诊断具有提高教师循证意识与能力、优化教师教学行为、促进实践性知识转化生成的实践价值;循证课堂诊断由“研究共同体”“诊断证据”与“课堂情境”三个核心要素构成;课堂教学切片诊断是典型的循证课堂诊断,其行动逻辑主要分为四个阶段:观察课例,定性问题;提炼经验,归纳证据;依循证据,诊断课堂;更新证据,创生知识。Classroom diagnosis is an important means to improve the effectiveness of classroom teaching.An examination of traditional classroom diagnosis reveals such limitations as diagnostic standards being constrained by individual subjective experi⁃ences,lack of diversity in the composition of diagnostic agents,and a deficiency in inductive awareness during the diagnostic pro⁃cess.Evidence-based practice offers an analytical perspective that integrates the connotation,elements and development of class⁃room diagnosis.Evidence-based classroom diagnosis has the practical value of enhancing teachers’evidence-based awareness and ability,optimizing teachers’teaching behavior,and promoting the transformation of practical knowledge.It is composed of three elements:“research community”“diagnostic evidence”and“classroom context”.The classroom teaching slice diagnosis is a typical example of evidence-based classroom diagnosis with its action logic mainly divided into four stages:observing lesson and identifying qualitative question,refining experiences and summarizing evidence,following the evidence to diagnose the class⁃room,and updating the evidence to create knowledge。

关 键 词：循证 循证实践 课堂诊断 课堂教学切片诊断 

分 类 号：G424[文化科学—课程与教学论]