有效课堂教学研究的转向及反思:知识内化的视角

发布时间：2018-01-14 09:17

本文关键词：有效课堂教学研究的转向及反思:知识内化的视角　出处：《教育科学研究》2014年11期 　论文类型：期刊论文

【摘要】：近十年来,欧美教学研究领域对有效教学的研究逐渐由主要受建构主义理念影响转向关注教学内容的分析和教师对教学的理解,以促进学生将课程知识结构或教师讲授的逻辑体系内化为其自身的认知结构。认知内化要求学生在教师的帮助下,发展出良好的知识结构。我国当前在实践层面和理论层面对有效教学的研究都没有抓住知识内化这一核心内容,出现了一些研究误区。有效教学的研究,应该确立完整的教学研究理论依据,对以往的一些有效教学策略进行实验分析,同时摈弃仅以让学生了解教学目标或增加测验频次等促进有效教学的做法。
[Abstract]:In the past ten years, the research on effective teaching in the field of teaching research in Europe and America has gradually changed from being mainly influenced by constructivism to focusing on the analysis of teaching content and teachers' understanding of teaching. In order to promote students to internalize the structure of curriculum knowledge or the logic system taught by teachers into their own cognitive structure, cognitive internalization requires students with the help of teachers. Developing a good knowledge structure. At present, our country has not grasped the core content of the internalization of knowledge in the practical and theoretical level, and there have been some misunderstandings in the research of effective teaching. It is necessary to establish a complete theoretical basis for teaching research, to carry out experimental analysis of some effective teaching strategies in the past, and to abandon the practice of promoting effective teaching only by letting students understand the teaching objectives or increasing the frequency of tests.
【作者单位】：北京师范大学教育学部;
【基金】：北京师范大学教育管理学院与北京市顺义区“有效教学及干部教师能力提升”研究项目的阶段性成果
【分类号】：G424
【正文快照】： 阚维北京师范大学教育学部副教授博士100875一、欧美有效教学研究的转向源于20世纪初期英美等国家的“有效课堂教学”(effective teaching)[1]在今天西方课程教学领域已经不再是研究关注的焦点了。究其原因,一方面是教育研究领域对客观主义研究范式的反诘,使得追求可测性的教

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