指向“学-教-评”一体化的数学课堂教学设计:内涵阐释与操作路向  

Towards a Unified Mathematics Classroom Teaching Design of“Learning-Teaching-Assessment”:Interpretation of Connotation and Operational Orientation

作　　者：吕世虎[1] 文尚平 LV Shi-hu;WEN Shang-ping(College of Education,Northwest Normal University,Lanzhou,Gansu,730070,PRC;Nanning NO.2 Middle School,Nanning,Guangxi,530028,PRC)

机构地区：[1]西北师范大学教师教育学院,甘肃兰州730070 [2]南宁市第二中学,广西南宁530016

出　　处：《当代教育与文化》2025年第1期55-63,共9页Contemporary Education and Culture

基　　金：广西教育科学“十四五”规划2024年度重大课题“素养为本视域下高中数学教师课程实施能力模型建构与实践研究”(2021ZJY148)的研究成果;南宁市“十四五”教育科学规划课题“深度教学视域下数学单元教学设计研究”(2022C398)的研究成果。

摘　　要：完整的教学活动一般包括“学”“教”“评”三个方面,指向“学-教-评”一体化的数学课堂教学设计,整合了课程、学习、教学与评价等领域的相关理论与实践经验,围绕学习目标的达成,将学习目标的确立、教学活动的设计、任务评估的反馈进行一体化思考和设计,从而实现以学定教、以学定评、教评促学。“学-教-评”一体化的数学课堂教学设计应依据“四个分析”确立学习目标、基于“三个环节”设计教学活动,围绕“一个框架”实施任务评估,是一种专业化数学课堂教学设计模式,对培育学生数学学科素养、促进教师专业发展、深化课堂教学改革有着重要的意义。A complete teaching activity usually includes the three aspects of“learning”,“teaching”,and“evaluation”.The design of mathematics classroom teaching that aims for“integrated learning,teaching,and evaluation”refers to the integrated design of learning goals,teaching activities,and feedback on task assessment,with the goal of achieving the learning goals.“Integrated learning,teaching,and evaluation”in mathematics classroom teaching design means that learning goals are established based on“four analyses”,teaching activities are designed based on“three stages”,and task assessment is implemented based on“one framework”.

关 键 词：“学-教-评”一体化 教学设计 内涵阐释 操作路向 

分 类 号：G623.5[文化科学—教育学]