基于变易理论的“教育研究方法”课堂教学优化探索
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摘要
变易理论以促进学习者学习为目的,主要内容包括审辨、学习内容、关键特征与变易图式等,作为一种教学理论,可以为"教育研究方法"课堂教学提供理论支撑。文章以具体教学内容设计为例,得到相应启示:变易理论的主要观点对于"教育研究方法"教学内容的学理认知及其设计具有重要的认识论和方法论意义;教师对教学内容把握后在处理上表现出三种重要的变易,即预设的、实践的以及体验到的;在教学中不仅应重塑教学观,突出学习内容的关键特征,而且应重塑设计观,设计出适切的变易图式,利用变易特征指导教学,同时应重塑活动观,准确定位学习起点,促进学生有效学习。
The variation theory aims at promoting learners' learning and its main contents include discernment,learning content,critical features and patterns of variation.As a teaching theory,it can provide theoretical support for the classroom teaching of the course as"Research Methods in Education ".This paper takes the specific teaching content design as an example,and obtains corresponding enlightenment:The main viewpoints of variation theory have important epistemological and methodological significance for the theoretical understanding and design of the teaching contents of"Research Methods in Education";After the teacher grasps the teaching content,there are three important variations in handling the content,namely,the intended,the enacted and the lived;The design of teaching content should reshape teaching conception and highlight the key characteristics of learning content,reshape the conception of design to design the appropriate patterns of variation for using the characteristics of variation to guide teaching,and reshape the conception of activity to accurately locate the starting point of learning for promoting the effective learning of students.
The variation theory aims at promoting learners' learning and its main contents include discernment,learning content,critical features and patterns of variation.As a teaching theory,it can provide theoretical support for the classroom teaching of the course as"Research Methods in Education ".This paper takes the specific teaching content design as an example,and obtains corresponding enlightenment:The main viewpoints of variation theory have important epistemological and methodological significance for the theoretical understanding and design of the teaching contents of"Research Methods in Education";After the teacher grasps the teaching content,there are three important variations in handling the content,namely,the intended,the enacted and the lived;The design of teaching content should reshape teaching conception and highlight the key characteristics of learning content,reshape the conception of design to design the appropriate patterns of variation for using the characteristics of variation to guide teaching,and reshape the conception of activity to accurately locate the starting point of learning for promoting the effective learning of students.
引文
[1]金哲华.教育研究方法课程内容改革探微[J].教育科学研究,2009(8):66-67.
[2]郭炯,杨慧玲.基于角色典型活动分析的网络课程设计与开发---以面向中小学教师的“教育研究方法”课程为例[J].电化教育研究,2013(4):63-70.
[3]曾晓洁.《小学教育研究方法》课程价值的实现路径---基于行动研究的启示[J].湖南第一师范学院学报,2015(5):1-4.
[4]Runesson U.What is It Possible to Learn?On Variation as a Necessary Condition for Learning[J].Scandinavian Journal of Educational Research,2006(4):397-410.
[5]Marton F.&Pong M.F..On Some Necessary Conditions of Learning[J].Journal of Learning Science,2006(2):193-220.
[6]黄志军.变易理论视野下的语文课堂教学优化[J].全球教育展望,2014(11):122-127.
[7]植佩敏,马飞龙.如何促进学生学习---变易理论与中国式教学[J].人民教育,2009(8):33-37.
[8]Marton F.,Amy B.M.Tsui.,et.al.Classroom Discourse and the Space of Learning[M].Mahwah,New Jersy.Lawrence Erlbaum Associations,Publishers,2004:16.
[9]陈红兵.创设有效的学习空间---变异理论视野下的课堂教学[J].教育学报,2013(5):52-60.
[10]Marton F.&Booth S.A..Learning and Awareness[M].Mahwah,New Jersy.Lawrence Erlbaum Associations Publishers,1997.
[11]李艳莹.运用变异理论促进学习更好发生的路径探析---基于北京市海淀区变异教学改革实验[J].中国教育学刊,2014(10):67-70.
[2]郭炯,杨慧玲.基于角色典型活动分析的网络课程设计与开发---以面向中小学教师的“教育研究方法”课程为例[J].电化教育研究,2013(4):63-70.
[3]曾晓洁.《小学教育研究方法》课程价值的实现路径---基于行动研究的启示[J].湖南第一师范学院学报,2015(5):1-4.
[4]Runesson U.What is It Possible to Learn?On Variation as a Necessary Condition for Learning[J].Scandinavian Journal of Educational Research,2006(4):397-410.
[5]Marton F.&Pong M.F..On Some Necessary Conditions of Learning[J].Journal of Learning Science,2006(2):193-220.
[6]黄志军.变易理论视野下的语文课堂教学优化[J].全球教育展望,2014(11):122-127.
[7]植佩敏,马飞龙.如何促进学生学习---变易理论与中国式教学[J].人民教育,2009(8):33-37.
[8]Marton F.,Amy B.M.Tsui.,et.al.Classroom Discourse and the Space of Learning[M].Mahwah,New Jersy.Lawrence Erlbaum Associations,Publishers,2004:16.
[9]陈红兵.创设有效的学习空间---变异理论视野下的课堂教学[J].教育学报,2013(5):52-60.
[10]Marton F.&Booth S.A..Learning and Awareness[M].Mahwah,New Jersy.Lawrence Erlbaum Associations Publishers,1997.
[11]李艳莹.运用变异理论促进学习更好发生的路径探析---基于北京市海淀区变异教学改革实验[J].中国教育学刊,2014(10):67-70.