基于学习者差异诊断的教学目标刍议

发布时间：2018-04-24 17:40

本文选题：学习者 + 差异　；参考：《西南大学学报(社会科学版)》2013年03期

【摘要】：新课程倡导"关注学生的个体差异,促进每个学生在原有的基础上都有所发展",这一理念使得关注差异诊断的教学目标成为新课程改革的一个基本诉求。系统探讨基于学习者差异诊断的教学目标的内涵、价值、影响因素及特质,以及形成学习者个体差异的主要特征量对于教学目标的不同意义,对于形成基于学习者差异诊断的教学目标的分析框架具有非常重要的意义。这个分析框架是:学习者认知差异的诊断可确保教学目标初设的准确性,人格差异的诊断将为教学目标的实现提供有力的保障,能力差异的诊断是教学目标制定的根本要求。知识基础差异的多样性决定教学目标内容层次的多样性,兴趣、学习风格差异的多样性决定教学目标内容结构的多样性,性格差异的多样性决定教学活动组织形式的多样性。基于学习者差异诊断的教学目标具有差异性、层次性、拓展性或补偿性三大特质。
[Abstract]:The new curriculum advocates that "pay attention to the individual differences of students and promote the development of each student on the basis of the original", which makes the teaching goal of paying attention to differential diagnosis become a basic demand of the new curriculum reform. This paper systematically discusses the connotation, value, influencing factors and characteristics of the teaching objectives based on learner difference diagnosis, as well as the different meanings of the main characteristics of the learners' individual differences to the teaching objectives. It is of great significance to form an analytical framework of teaching objectives based on learner difference diagnosis. The framework of this analysis is that the diagnosis of learners' cognitive differences can ensure the accuracy of the initial teaching goals, the diagnosis of personality differences will provide a strong guarantee for the realization of teaching goals, and the diagnosis of competence differences is the fundamental requirement for the formulation of teaching goals. The diversity of the knowledge base determines the diversity of the content level of the teaching goal, the diversity of interest and learning style determines the diversity of the content structure of the teaching goal, and the diversity of the personality difference determines the diversity of the organizational form of the teaching activity. The teaching goal based on learner difference diagnosis has three characteristics: difference, hierarchy, expansion or compensation.
【作者单位】：西南大学教育学部;
【基金】：全国教育科学规划教育部重点课题“中学数学诊断式教学设计的实践研究”(DHA090179),项目负责人:张辉蓉西南大学教育学部科学研究规划重点课题“教师教学诊断能力养成及发展研究”(2012ZDXM2-08),项目负责人:张辉蓉
【分类号】：G420

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