摘要
从知识到理解的转向是新时期高质量教学的本质特征。教学解释覆盖教师的整个教学进程和学生的全部学习历程,是引导学生个体实现从知识获得到知识理解的关键要素。在课堂教学中,构建教学解释空间能够帮助教师厘清教学解释进程,提升学生理解成效,该空间涵盖作为前提的基础知识、作为支架的教学解释、作为约束的规范原则、作为条件的自我解释、作为导向的意义理解等五大逻辑要素,相互作用且互为支撑。为了最大限度传递给学生最有价值的信息,教师应积极关注学生先验知识,确认解释条件;有效提供学生教学解释,建构解释意义;准确诊断学生理解效果,调整解释策略,助力学生在教学解释空间中建立知识联结,获得深层次的意义建构,进而推动教学高质量发展。
The shift from knowledge to understanding is an essential feature of high-quality teaching in the new era.Instructional explanation covers the entire teaching process of teachers and the entire learning journey of students.It is the key element to guide individual students to realize the transition from knowledge acquisition to knowledge understanding.In classroom teaching,the construction of instructional explanation space can help teachers clarify the process of instructional explanation and improve the effectiveness of students’understanding.The space covers five logical elements:basic knowledge as a prerequisite,instructional explanation as a scaffold,normative principles as a constraint,self-interpretation as a condition,and meaningful understanding as an orientation,which interact and support each other.In order to convey the most valuable information to students to the greatest extent,teachers actively pay attention to students’prior knowledge and confirm the explanation conditions;teachers effectively provide students with instructional explanation and construct interpretation significance;teachers accurately diagnose students’understanding effect,adjust explanation strategies,helping students to establish knowledge connection in instructional explanation space,obtain deep meaning construction,and then promote the high-quality development of teaching.
作者
李刚
王嘉琦
Li Gang;Wang Jiaqi(Faculty of Education,Northeast Normal University,Changchun 130024,Jilin)
出处
《中国电化教育》
CSSCI
北大核心
2024年第9期25-31,共7页
China Educational Technology
关键词
高质量教学
理解
教学解释
high-quality teaching
understanding
instructional explanation
作者简介
李刚:副教授,博士,研究方向为课程与教学论、科学教育;王嘉琦:在读硕士,研究方向为课程与教学论。
