循证设计教学事件的价值意蕴与分析要素  

The Value Implications and Analytical Elements of Evidence-based Design Teaching Events

作　　者：王佩 黄友初 WANG Pei;HUANG Youchu(School of Education,Shanghai Normal University,Shanghai,200234)

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《现代基础教育研究》2024年第3期187-192,共6页Research on Modern Basic Education

基　　金：国家自然科学基金项目“维汉双语小学数学文化读物的编撰与推广”(项目编号:12026502);上海师范大学高水平地方高校建设一流研究生教育项目(项目编号:209-AC9103-23-368072008)。

摘　　要：教学事件是课堂教学的微过程,根据信息加工理论对个体学习内部过程的刻画和循证教育对教育教学决策依据的考究,实施循证设计教学事件,有助于促进教学内容与学生认知的深度融合,有效降低学生学习的认知负荷。在对循证设计教学事件的内涵进行阐述后,认为其分析要素主要可分为明确学习目标、设置取证问题、确定有效证据和设计教学过程四个方面。它们不仅有明确的逻辑关联,而且在课堂教学设计的若干教学事件中组成循环串,与课堂教学设计的构思与调整大循环构成双循环设计模型。然后结合“分数的意义”案例,对循证设计教学事件的分析要素和基本步骤进行论述。Teaching events are the micro-process in classroom teaching.According to the description of the internal process of individual learning in information processing theory and the research of evidence-based education for the scrutiny of decision-making in teaching,the implementation of evidence-based design of teaching events will help promote the deep integration of teaching content and students’cognition and effectively reduce their cognitive load in learning.After expounding the connotation of evidence-based design teaching events,After explaining the connotation of evidence-based design teaching events,this study identifies four main analytical elements:clarifying learning objectives,setting evidence-gathering questions,determining effec-tive evidence,and designing teaching process.These elements not only have a clear logical connection,but also form a circular string in several teaching events of classroom teaching design,which constitutes a double-loop design model with the conception and adjustment of classroom teaching design.The study also discusses the analytical elements and basic steps of evidence-based design teaching events by using the case of“meaning of fractions”.

关 键 词：循证设计 教学事件 分析要素 

分 类 号：G424[文化科学—课程与教学论]