摘要
在我国素质教育体系中,循证教学是教师基于课程标准、教学经验、教学研究、学情分析、教育技术、教育政策等证据,制定并实施某个教学内容的最佳教学决策的实践活动。循证教学的本质是“研—教”结合的教学形态,循证教学的核心是制定并实施最佳教学决策,循证教学的主体是一线教师,循证教学的内容是日常的教学内容,循证教学的评价标准是各学段对应的课程标准。循证教学的基本环节、逻辑体系和困境突破,构成我国循证教学的实践逻辑。
In the process of Chinese-style modernization,evidence-based teaching should be independent from the discourse system of“evidence-based education”in Europe and the United States,and establish an evidence-based teaching practice logic that is in line with China’s quality education system.Evidence-based teaching in China should be a practical activity for teachers to formulate and implement the best teaching decisions for a certain teaching content based on evidence such as curriculum standards,teaching experience,teaching research,learning situation analysis,educational technology,and educational policy,which is a teaching form that combines research and teaching.In evidence-based teaching,teaching and research,scientific research and teaching are integrated around the daily teaching content,which jointly enhances the practical value of teaching and promotes the professional development of teachers.
作者
袁小梅
刘奕
YUAN Xiaomei;LIU Yi(Chongqing Changshou District Teacher Development Center,Chongqing 401220;Chongqing Academy of Education Sciences,Chongqing 400015,China)
出处
《教育参考》
2024年第6期7-12,共6页
Education Approach
基金
重庆市教育科学规划课题2023年度一般课题“党的二十大精神融入中学思政课堂的实践研究”(课题批准号:K23YG1130133)
重庆市教育规划课题2023年度一般课题“基于核心素养的中学思政循证教学实践研究”(课题批准号:K23YG6020129)的中期研究成果。
关键词
循证教学
研究现状
实践逻辑
Evidence-based Teaching
Research Status
Practice Logic
