同伴教学的内涵、理论意蕴与现实路径  

The Connotation,Theoretical Implications and Practical Path of Peer Instruction

作　　者：刘大军 徐婕箐 LIU Da-jun;XU Jie-qing(College of Vocational and Technical Education,South China Normal University)

机构地区：[1]华南师范大学职业教育学院,广东汕尾516600

出　　处：《教育理论与实践》2025年第1期50-56,共7页Theory and Practice of Education

基　　金：广东省哲学社会科学规划2023年度学科共建项目“职业院校游戏化课程研究:内涵、开发与实施”(项目编号:GD23XJY60)的研究成果。

摘　　要：同伴教学是指身份地位、知识水平与理解能力相近的同龄学生间通过相互指导,对双方的知识、技能、情感和社会化等各方面产生正向影响的活动。同伴教学思想体现了人的知识建构和社会性交往需要。从皮亚杰的个体知识建构到维果斯基的社会知识建构,从米德角色理论到勒温·库尔特群体动力理论,彰显了同伴教学思想的深厚理论意蕴。我国创新型社会的建设和教育公平的诉求为同伴教学的实施提供了土壤。同伴教学的有效实施必须明确多维的教学目标、营造数智赋能的教学环境、设计灵活的教学活动和构建多元的评价方式等。Peer instruction is an activity in which students of the same age with similar status,knowledge level and comprehension can positively influence each other's knowledge,skills,emotions and socialization through mutual instruction.The idea of peer instruction embodies the need of knowledge construction and social communication.From Piaget's individual constructivism to Vygotsky's social constructivism and from Mead's role theory to Lewin's group dynamics theory,the profound theoretical implication of peer instruction ideology is demonstrated.The construction of innovative society and the demand of educational equity in our country provide conditions for the implementation of peer instruction.The effective implementation must determine multi-dimensional teaching objectives,build the teaching environment of digital intelligence,design flexible teaching activities and construct multiple evaluation methods.

关 键 词：同伴教学 知识建构 社会角色发展 数智赋能 

分 类 号：G420[文化科学—课程与教学论]