摘要
幼儿园教师班本课程循证决策呈现出以“寻证-取证-举证”为路径的决策框架,同时伴随特定的“表征形式”。证据收集的“寻证”阶段解决“循什么证”的问题;证据筛选的“取证”阶段主要围绕“谁来循证”展开;证据应用的“举证”阶段重点关注“如何循证”。本研究建议将循证理念贯穿于班本课程,不断提高教师课程决策的科学性、连续性和协同性。
The evidence-based decision-making of kindergarten teachers’class-based curriculum presents a decision-making framework with“seeking evidence-collecting evidence-presenting evidence”as the path,accompanied by a specific“representation form”The“seeking evidence”stage of evidence collection solves the problem of“what evidence to follow”;the“collecting evidence”stage of evidence screening mainly revolves around“who will follow the evidence”;the“presenting evidence”stage of evidence application focuses on<4how to follow the evidenceThis study suggests that the concept of evidence-based decision-making be integrated into the class-based curriculum,continuously improving the scientific,continuous,and collaborative nature of teacher curriculum decision-making.
作者
黄小莲
王倩倩
Huang Xiaolian;Wang Qianqian(Jing Hengyi School of Education,Hangzhou Normal University,Hangzhou,Zhejiang,311121;Laboratory for Kesearch in Early Development and Childcare,Hangzhou Normal University,Hangzhou,Zhejiang,311121;Binjiang District Yueming Kindergarten,Hangzhou,Zhejiang,310000)
出处
《幼儿教育》
2025年第3期71-75,共5页
Early Childhood Education
基金
国家社会科学基金教育学一般课题“学前课程改革循证决策提质研究”的研究成果之一,课题编号:BHA210134。
关键词
幼儿园教师
班本课程
循证决策
kindergarten teachers
class-based curriculum in kindergarten
evidence-based decision-making
