循证取向的高师院校课堂教学改进  

The Improvement of Evidence-based Classroom Teaching in Normal Universities

作　　者：汤颖[1] TANG Ying(Tonghua Normal University,Tonghua 134002,China)

机构地区：[1]通化师范学院基础教育发展研究院,吉林通化134002

出　　处：《通化师范学院学报》2024年第7期134-139,共6页Journal of Tonghua Normal University

基　　金：2024年吉林省高等教育教学改革研究课题“循证教学在高师院校课堂教学改进中的应用研究”(2024L5LHS85005R)。

摘　　要：高质量的课堂教学有利于高师院校高质量人才培养目标的实现。调查表明,师范生亟待发展实践创新素养、教学研究能力,高师课堂教学亟待改进思想理念和教学方法。基于“证据”进行实践的循证教学为高师院校课堂教学改革增添了过程性活力和方法论指导。循证取向的高师课堂教学改进有赖于教育者形成基于学生“前见”理解的主体生命角色的移情体验,教师教学过程中“以证为明”的方法论精进,营建对话理解的课堂教学反馈文化以及小组教学表现性评价的教学机制赋能。High quality classroom teaching is conducive to achieving the goal of cultivating high-quality talents in normal universities.The survey shows that urgently students in normal universities need to develop their practical and innovative literacy,teaching and research abilities,and teachers in normal universities urgently need to improve their ideological concepts and teaching methods.Evidence-based teaching has added process vitality and methodological guidance to the reform of classroom teaching in normal universities.The improvement of evidence-based classroom teaching in normal universities relies on educators forming empathetic experience of the subject's life role based on students'"foresight"understanding,teachers refining the evidence-based methodology in the teaching process,building a classroom teaching feedback culture of dialogue understanding,and empowering the teaching mechanism of group teaching performance evaluation.

关 键 词：循证 高师院校 课堂教学 教学改进 

分 类 号：G652[文化科学—教育学]