追求理解的教学:论教学解释及其实践规约  

Teaching in Pursuit of Understanding:on Instructional Explanation and its Practical Regulations

作　　者：李刚 郑泽琳[1] LI Gang;ZHENG Ze-lin(Faculty of Education,Northeast Normal University,Changchun,Jilin,130024,China)

机构地区：[1]东北师范大学教育学部,吉林长春130024 [2]东北师范大学科学教育研究中心,吉林长春130024

出　　处：《基础教育》2024年第2期81-92,共12页Journal of Schooling Studies

基　　金：2022年教育部哲学社会科学重大攻关项目《双减背景下基础教育课堂形态及高质量发展研究》(课题批准号:22JZD047)。

摘　　要：教学具有基本的解释性特征。新时期教师深刻了解教学解释意涵并掌握实践原则对推进基础教育改革有着现实价值和长远意义。教学解释是课堂教学的重要内容,致力于增强学生理解,植根于教师对教学的理解,内嵌于师生提问,流动于师生间的理解势差,具有完整性、预测性、丰富性、统一性以及递进性等本质特征。教学解释有多重形态,需要注意适应学生的认知过程,注重基本的概念原则和指向学生的自我解释,可通过链式内容组织方式和循环结构组织方式进行有效实施,其检核标准包含关联经验度、覆盖核心度、情境适应度、表达多元度以及识别反馈度等五个维度。为了打破教学解释中的“专家盲区”,教师可通过重视诊断性信息以精准实施解释,借助教育神经科学成果支持解释,组织模拟性演练以增进解释能力,交互教学解释以鼎新群体理解,构建引导性提示以生成高阶理解,使用循证评估以测量理解深度,从而获得更好的教学解释效果。Teaching has basic explanatory characteristics.In the new period,teachers have a deep understanding of the meaning of teaching interpreta-tion and master practical principles,which have practical value and long-term significance for promoting the reform of basic education.In general,teaching interpretation is an important content of classroom teaching,which is committed to enhancing students’understanding,and is rooted in teachers’under-standing of teaching,embedded with questions from teachers and students,and the poor understanding between teachers and students,which has the es-sential characteristics of integrity,prediction,richness,unity and progressive.In teaching practice,teaching explanation has multiple forms,and need to pay attention to adapt to the students’cognitive process,pay attention to the basic concept principles and point to the students’self interpretation three as-pects of practice principle,can through the chain content organization and circulation structure organization effective implementation,the check standard contains associated experience,covering core,situational fitness,expression,and identify the feedback degree five dimensions.In order to break the“ex-pert blind area”in teaching explanation,teachers can by attaching importance to the diagnostic information to accurate interpretation,with the aid of edu-cation neuroscience support explanation,organization simulation exercises to improve interpretation ability,interactive teaching explanation to ding new group understanding,build leading tips to generate advanced understanding and use evidence-based assessment to measure understanding depth to get bet-ter teaching interpretation effect.

关 键 词：追求理解 教学解释 解释能力 

分 类 号：G420[文化科学—课程与教学论]