“先学后教”的多元解读与理性思考(笔谈)  

Multifaceted Interpretations and Rational Reflections on“Learning Before Teaching”(Written Essay)

作　　者：查有梁[1] 朱文辉 郑子鑫 冀蒙 张鸿儒 闫振 张钰苑 许齐娟 ZHA Youliang;ZHU Wenhui;ZHENG Zixin;JI Meng;ZHANG Hongru;YAN Zhen;ZHANG Yuyuan;XU Qijuan(Sichuan Academy of Social Sciences,Chengdu,Sichuan 610071,China;Faculty of Education,Northeast Normal University,Changchun,Jilin 130024,China;Primary School Attached to Northeast Normal University,Changchun,Jilin 130012,China;Faculty of Education,Beijing Normal University,Beijing 100875,China;Capital Normal University Af-filiated Yuxin School,Beijing 102208,China;High School Affiliated to BIT,Beijing 100089,China)

机构地区：[1]四川省社会科学院,四川成都610071 [2]东北师范大学教育学部,吉林长春130024 [3]东北师范大学附属小学,吉林长春130012 [4]北京师范大学教育学部,北京100875 [5]首都师范大学附属育新学校,北京102208 [6]北京理工大学附属中学,北京100089

出　　处：《宜宾学院学报》2025年第3期95-109,共15页Journal of Yibin University

基　　金：吉林省教育科学规划课题“指向深度学习的小学语文先学后教模式构建研究”(GH22887)。

摘　　要：“先学后教”作为植根于我国基础教育改革实践的本土化教学模式,通过重构“教”与“学”的时空序列,在实践层面形成了以“预习导案——自主探究——合作讨论——精讲点拨”为特征的教学流程,既呼应了建构主义学习理论重构知识内化过程的需求,也体现了主体性教育理论对学习者地位的重新定位,通过充分赋予学生学习自主权,有利于学生建构个体知识、提升课堂教学效率、在合作中达成公共知识的协商等。然而“先学后教”中对“先学”独立性的强调割裂了“教”与“学”的辩证统一关系,忽视了学生参与自主学习的能力与意愿,而导学案的设计、精讲课堂的组织也给当前教师的教育教学带来极大挑战,使“先学后教”的实践转化性饱受质疑。因此,“先学后教”是否能够成为基础教育实践中广泛铺开的教学模式需要更为科学、合理的论证,需回应好如何认识“先学后教”、是否应在基础教育阶段实施“先学后教”,以及如何实施“先学后教”等问题,方能为课堂教学的深层变革提供发展方向。As a teaching mode based on local teaching practice,“learning before teaching”has promoted the in-depth development of teaching theory on the one hand,and triggered revolutionary changes in classroom teaching on the other hand.However,whether the teaching mode of“learning before teaching”is worth spreading widely needs scientific and reasonable demonstration.Compared with traditional teaching,learning before teaching is conducive to the active construction of students'individual knowledge,improving the efficiency of classroom teaching,and completing the negotiation and achievement of public knowledge through group cooperation.However,it is a pity that the separation of“teaching”and“learning”,the neglect of students'ability and willingness to participate in independent learning,and the difficulties of teachers in implementing“learning before teaching”also make the“learning before teaching”model criticized and questioned.Therefore,only by responding to the questions of how to understand“learning before teaching”,whether“learning before teaching”should be implemented in the basic education stage,and how to implement“learning before teaching”can we clarify the source and provide a reference direction for front-line teaching.

关 键 词：先学后教 先教后学 教学时序 教学模式 

分 类 号：G420[文化科学—课程与教学论]