教学过程机制图:一种理解教学的重要中介

发布时间：2018-06-18 18:45

本文选题：诠释学 + 教学理解　；参考：《电化教育研究》2017年01期

【摘要】：仅凭直观经验,教师无法触碰他所主导的全部教学实事,更无法获得专业性的教学理解。任何专业性理解都必须依赖特定的方法。一种方法对应一种真相。文章将教学系统看作是信息流系统,提出了一种获得教学中观视图的方法:绘制教学过程机制图。为获得教学过程机制图,需要按照下面的步骤操作:(1)对教学视频进行文本转录,同时完成教学行为编码和行为编码的角色归类;(2)对转录的文本按照IIS图分析法进行信息流切分;(3)划分教学环节,将教学环节内信息流所蕴含的IIS子图合并成为教学环节主题图;(4)标注教学环节的角色行为、统计信息及定性描述;(5)按时间顺序将教学环节串联起来。文章将一节中学地理科目协作学习的部分交互过程绘制成了一张包含三个教学环节的教学过程机制图,初步表明,教学过程机制图是一种可用的教学过程中观视图,它提供了一种中观真相。教学过程机制图可以用来回答"教学是如何一步一步地达到目标或偏离目标"之类的问题,也可以用于分析教学方案与教学行动的一致性。
[Abstract]:By intuitive experience alone, the teacher can not touch all the teaching matters he dominates, let alone get professional teaching understanding. Any professional understanding must rely on a particular method. A method corresponds to a truth. In this paper, the teaching system is regarded as an information flow system, and a method of obtaining the view of teaching process is put forward: drawing the graph of teaching process mechanism. In order to get a map of the mechanism of the teaching process, we need to follow the following steps: 1) to transcribe the text of the teaching video. At the same time, the role classification of teaching behavior coding and behavior coding is completed. (2) Information flow segmentation of transcribed text is carried out according to IIS graph analysis method. (3) Teaching links are divided. The IIS subgraph contained in the information flow in the teaching link is combined into the subject map of the teaching link / 4) the role behavior of the teaching link is marked, and the statistical information and qualitative description are used to connect the teaching links in the order of time. In this paper, a part of interactive process of cooperative learning of geography course in middle school is drawn into a diagram of teaching process mechanism including three teaching links. It is preliminarily indicated that the mechanism map of teaching process is a useful mesoscopic view of teaching process. It provides a meso-truth. The mechanism diagram of teaching process can be used to answer such questions as "how to achieve or deviate from the goal step by step", or to analyze the consistency between teaching plan and teaching action.
【作者单位】：北京师范大学教育学部教育技术学院;
【基金】：北京市教育科学“十二五”规划重点课题“智慧教室环境下的协作学习的学习行为分析研究”(项目编号:AJA15232)
【分类号】：G434

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