摘要
教师的教学经验提炼具有可概念化的理论基础。教学经验概念化的实践逻辑表达为:基于反思性实践,凝聚“问题—情境—办法”式的经验表征结构;诊断教学设计活动,提炼“目的—功能—手段”式的可操作性经验;立足实践理论取向,建构“案例—经验—归纳”式的教学设计理论。教师作为教学研究者,在经验实践中进行研究性学习;基于课堂诊断制作教学切片,提炼典型课例中的教学经验;构建“教学学术”共同体,实施教学理论建构的校本教研等,是教师教学经验概念化的行动路向。
The refinement of teachers’teaching experience has a conceptualized theoretical basis.The practical logic of conceptualizing teaching experience is expressed as follows:the structure of“problem-context-approach”type of experience representation based on the reflective practice;the operational experience of diagnosing teaching design activities,and refining“purpose-function-means”and constructing the instructional design theory of“case-experience-induction”based on the practical approach of theory.Teachers,as teaching researchers,conduct research studies in the practice of experience;make teaching slices based on classroom diagnosis and refine teaching experience in typical classroom cases;build a“teaching academic”community and implement school-based teaching research for the construction of teaching theory,etc.,which is the way of action for teachers to conceptualize their teaching experiences.
作者
覃千钟
魏宏聚
Qin Qianzhong;Wei Hongju(Henan University)
出处
《当代教育科学》
北大核心
2023年第8期24-33,共10页
Contemporary Education Sciences
关键词
教学经验
概念化
行动研究
教学切片
teaching experiences
conceptualization
action research
teaching slices
