化学反思性教学设计初探
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摘要
反思性教学设计是以反思性教学和教学设计理论为指导,依据课堂教学的真实性、复杂性进行教学设计并实施有效教学的过程,它以学生的全面发展和教师的专业发展为终极目标。教师的教学过程和研究过程被统一在反思性教学设计中,反思是教学设计的手段和依据,设计和实施是反思的目的也是对反思结论的再验证。进行反思性教学设计是针对时代、社会赋予教育的新使命,在教学实践和研究层次做出的积极响应,可以改善一线应试教学的现状,真正实施素质教育。本文分析了反思性教学和教学设计融合的必要性和可行性,在此基础上从反思内容和设计内容两个方面进行整合,界定了反思性教学设计的内涵,初步构建了反思性教学设计模式,同时把它引入化学学科教学中,相应界定了化学反思性教学设计的内涵,并在高中化学教学中应用。为了保证反思性教学设计设计依据的科学性,笔者在本研究中对高一新生的化学学习状态进行了调查,调查表明学生的化学学习状态基本层次得到很好发展,高层次处于缺少状态,总体化学学习状态发展水平低。为了验证化学反思性教学设计的实际功能,在本研究中笔者进行了实践研究,研究表明化学反思教学设计可以提高课堂教学效果,改善学生的化学学习状态,促进教师的专业发展。并且具体的实施应用案例可以为中学化学教师实施反思性教学设计提供借鉴,实施反思性教学设计中提出的知识模块思想符合新课改的理念,在教学实践中具有实际意义。
Reflective teaching design, which is guided by reflective teaching and instructional design theories, is the process to design teaching and implement teaching effectively based on the authenticity and complexity of classroom teaching. Its ultimate goal is the overall development of students and the professional development of teachers. Teaching and research of teachers was unified together in the reflective teaching design, reflection is the means of teaching design, while design and implementation is not only the purpose of reflection, but also the re-certification of reflection. Reflective teaching design is a positive response in teaching practice and research level for the new mission to education endowed by times and social. It can improve the current situation in the first exam-oriented teaching and implement the real quality education. This paper analyses the necessity and feasibility for the integration of reflective teaching and instructional design. On the basis of this, the two aspects of reflection content and design content were integrated. It also defined the meaning of reflective teaching design and initially constructed the mode of reflective teaching design. At the same time, reflective teaching design was introduced in the chemistry teaching. The corresponding meaning for chemistry reflective teaching was defined and applied in chemistry teaching of high school. In order to ensure the scientific character in the reflective teaching design, chemistry learning of senior high school freshmen was investigated in this study. The survey shows that their chemistry-learning state gain greatly development in the basic level but is lack in high-level. In general, their chemical learning is in the low level. For verifying the actual function of reflective teaching design on chemistry, practice research was conducted. It shows that reflective teaching design on chemistry can improve the classroom teaching effectiveness, improve learning chemistry for student, and promote professional development for teachers. And the specific cases in our study might be used as a reference to execute reflective teaching design for chemistry teachers in high school. As for the implementation of knowledge molecule theories in the reflective teaching design, it accords with the curriculum reform and might have practical significance in teaching practice.
Reflective teaching design, which is guided by reflective teaching and instructional design theories, is the process to design teaching and implement teaching effectively based on the authenticity and complexity of classroom teaching. Its ultimate goal is the overall development of students and the professional development of teachers. Teaching and research of teachers was unified together in the reflective teaching design, reflection is the means of teaching design, while design and implementation is not only the purpose of reflection, but also the re-certification of reflection. Reflective teaching design is a positive response in teaching practice and research level for the new mission to education endowed by times and social. It can improve the current situation in the first exam-oriented teaching and implement the real quality education. This paper analyses the necessity and feasibility for the integration of reflective teaching and instructional design. On the basis of this, the two aspects of reflection content and design content were integrated. It also defined the meaning of reflective teaching design and initially constructed the mode of reflective teaching design. At the same time, reflective teaching design was introduced in the chemistry teaching. The corresponding meaning for chemistry reflective teaching was defined and applied in chemistry teaching of high school. In order to ensure the scientific character in the reflective teaching design, chemistry learning of senior high school freshmen was investigated in this study. The survey shows that their chemistry-learning state gain greatly development in the basic level but is lack in high-level. In general, their chemical learning is in the low level. For verifying the actual function of reflective teaching design on chemistry, practice research was conducted. It shows that reflective teaching design on chemistry can improve the classroom teaching effectiveness, improve learning chemistry for student, and promote professional development for teachers. And the specific cases in our study might be used as a reference to execute reflective teaching design for chemistry teachers in high school. As for the implementation of knowledge molecule theories in the reflective teaching design, it accords with the curriculum reform and might have practical significance in teaching practice.
引文
[1].袁振国,知识增长方式的变化与学习观的变革.《风则江大讲堂”系列讲座之二十九》2006.4
[2].靳玉乐,艾兴.新课程改革的理论基础是什么.《中国教育报》.2005 年 5 月
[3].郑东辉.新中国课程改革的历史回顾.《教育与职业》.2005, 13
[4].熊川武,试析反思性教学[J].教育研究,2000,(2)
[5].马颖、刘电芝.“反思性教学”研究述评[J].乐山师范学院学报,2003,10.
[6].熊川武.反思性教学[M].上海,华东师范大学出版社,1999
[7]李方主编:课程与教学基本理论.广州,广东高等教育出版社,2002:90-92 页.
[8]Gerald M. Nosich . Learning to Think Things Through——A Guide to Critical Thinking Across the Curriculum. Prentice Hall.2000
[9].常波.西方反思型教师教育思潮兴起背景综述[J].外国教育研究,2000,(2).
[10].Schon D. The reflective practitioner. 2nd Edition,New York:Basic Books, 1983
[11].卢真金,反思性教学及其历史发展[J].全球教育展望,2001:57—63
[12].杨凤荣,新课程实施中化学教师反思性教学研究[M], 2006.
[13].李凤华,反思性教学实践研究[M],2003
[14].杨凤荣,新课程实施中化学教师反思性教学研究[M].2006.
[15].龙海波,反思性教学及其在中学化学教学中的应用[M].2006.
[16].袁振国,章新胜,顾明远等编. 教育大百科全书. 中国文化出版社 2004
[17].何克抗、郑永柏、谢幼如.教学系统设计[M].北京:北京师范大学出版社,2002:2—3
[18].陈显春.新课程理念下的化学教学设计[J].赤峰师范学院(自然科学版).2005,21(11):109—110
[19].李方主编.课程与教学基本理论.广州,广东高等教育出版社,2002:4-11
[20].陶志琼.谁主沉:课堂教育哲学问题研究[J].当代教育论坛 2005 ,7
[21].[美]Thomas L.Good and Jerc E.Brophy.透视课堂[M].陶志琼等译.中国轻工业出版社,2002.2
[22].何克抗、郑永柏、谢幼如.教学系统设计[M].北京:北京师范大学出版社,2002:80—81
[23]袁振国主编.当代教育学.北京:教育科学出版社,1998:189
[24].王策三.《教学论稿》.北京,人民教育出版社,1985:224
[25].顾明远主编.《教育大辞典》.上海:上海教育出版社.1990:第一卷 199
[26] 李方主编.课程与教学基本理论.广州:广东高等教育出版社,2002::258-259
[27].吴瑞丽,新课程背景下初中学生化学学习情感现状及其培养的初步研究[M] .2006
26 何克抗、郑永柏、谢幼如.教学系统设计[M].北京师范大学出版社,2002.10
[1].熊川武.反思性教学[M].上海,华东师范大学出版社,1999.
[2].何克抗、郑永柏、谢幼如.教学系统设计[M].北京师范大学出版社,2002.10
[3].李方主编:课程与教学基本理论.广州,广东高等教育出版社,2002
[4].郑东辉.新中国课程改革的历史回顾.《教育与职业》.2005 年第 13 期
[5].靳玉乐,艾兴.新课程改革的理论基础是什么.《中国教育报》.2005.5
[6].R·M·加涅.教学系统设计原理[M].上海:华东师范大学出版社,2001.3
[7].熊川武,试析反思性教学与教育研究,2000,2
[8].卢真金,反思性教学及其历史发展[J].全球教育展望,2001
[9].王策三:《教学论稿》,224 页,北京,人民教育出版社,1985
[10].顾明远主编:《教育大辞典》.第一卷,上海,上海教育出版社,1990
[11].章新胜,顾明远等编 教育大百科全书,2004
[12].教育部:普通高中化学课程标准(实验).人民教育出版社,2003.10
[13].钟启泉,崔允漷,吴刚平.普通高中新课程方案导读[M].华东师范大学出版社,2003.
[14].袁振国,知识增长方式的变化与学习观的变革.《风则江大讲堂”系列讲座之二十九》2006.4
[15].马颖、刘电芝.“反思性教学”研究述评[J].乐山师范学院学报,2003,10.
[16].常波.西方反思型教师教育思潮兴起背景综述[J].外国教育研究,2000,2.
[17].郭子其.教师听课应趋向“生成式”.《中国教育报》.2005,9
[18].杨凤荣,新课程实施中化学反思性教学研究,2006,
[19].李凤华,反思性教学实践研究,2003
[20].龙海波,反思性教学及其在中学化学教学中的应用,2006
[21].陈显春,新课程理念下的化学教学设计[J]赤峰师范学院 2005.8
[22].陶志琼.谁主沉:课堂教育哲学问题研究[J]当代教育论坛 2005 7
[23].[美]Thomas L.Good and Jerc E.Brophy.透视课堂[M].陶志琼等译.中国轻工业出版社,2002.2
[24].吴瑞丽,新课程背景下初中学生化学学习情感现状及其培养的初步研究,2006
[25].李家黎,陈荟伉.论反思性教学与教师专业化(J).长春工业大学学报(高教研究版).2005 年 3 月
[26].莫 雷,西方两大派别学习理论发展过程的系统分析.华南师范大学学报(社会科学版).2003 年第 4 期
[27].罗发奋,隋春玲.系统科学理论的发展对教学系统设计的影响.唐山师范学院学报.2006 年 3 月
[28].Schon,D. The reflective practitioner.NewYork:Basic Books. 1983
[29].Gerald M. Nosich . Learning to Think Things Through——A Guide to Critical Thinking Across the Curriculum. Prentice Hall.2000,11
[2].靳玉乐,艾兴.新课程改革的理论基础是什么.《中国教育报》.2005 年 5 月
[3].郑东辉.新中国课程改革的历史回顾.《教育与职业》.2005, 13
[4].熊川武,试析反思性教学[J].教育研究,2000,(2)
[5].马颖、刘电芝.“反思性教学”研究述评[J].乐山师范学院学报,2003,10.
[6].熊川武.反思性教学[M].上海,华东师范大学出版社,1999
[7]李方主编:课程与教学基本理论.广州,广东高等教育出版社,2002:90-92 页.
[8]Gerald M. Nosich . Learning to Think Things Through——A Guide to Critical Thinking Across the Curriculum. Prentice Hall.2000
[9].常波.西方反思型教师教育思潮兴起背景综述[J].外国教育研究,2000,(2).
[10].Schon D. The reflective practitioner. 2nd Edition,New York:Basic Books, 1983
[11].卢真金,反思性教学及其历史发展[J].全球教育展望,2001:57—63
[12].杨凤荣,新课程实施中化学教师反思性教学研究[M], 2006.
[13].李凤华,反思性教学实践研究[M],2003
[14].杨凤荣,新课程实施中化学教师反思性教学研究[M].2006.
[15].龙海波,反思性教学及其在中学化学教学中的应用[M].2006.
[16].袁振国,章新胜,顾明远等编. 教育大百科全书. 中国文化出版社 2004
[17].何克抗、郑永柏、谢幼如.教学系统设计[M].北京:北京师范大学出版社,2002:2—3
[18].陈显春.新课程理念下的化学教学设计[J].赤峰师范学院(自然科学版).2005,21(11):109—110
[19].李方主编.课程与教学基本理论.广州,广东高等教育出版社,2002:4-11
[20].陶志琼.谁主沉:课堂教育哲学问题研究[J].当代教育论坛 2005 ,7
[21].[美]Thomas L.Good and Jerc E.Brophy.透视课堂[M].陶志琼等译.中国轻工业出版社,2002.2
[22].何克抗、郑永柏、谢幼如.教学系统设计[M].北京:北京师范大学出版社,2002:80—81
[23]袁振国主编.当代教育学.北京:教育科学出版社,1998:189
[24].王策三.《教学论稿》.北京,人民教育出版社,1985:224
[25].顾明远主编.《教育大辞典》.上海:上海教育出版社.1990:第一卷 199
[26] 李方主编.课程与教学基本理论.广州:广东高等教育出版社,2002::258-259
[27].吴瑞丽,新课程背景下初中学生化学学习情感现状及其培养的初步研究[M] .2006
26 何克抗、郑永柏、谢幼如.教学系统设计[M].北京师范大学出版社,2002.10
[1].熊川武.反思性教学[M].上海,华东师范大学出版社,1999.
[2].何克抗、郑永柏、谢幼如.教学系统设计[M].北京师范大学出版社,2002.10
[3].李方主编:课程与教学基本理论.广州,广东高等教育出版社,2002
[4].郑东辉.新中国课程改革的历史回顾.《教育与职业》.2005 年第 13 期
[5].靳玉乐,艾兴.新课程改革的理论基础是什么.《中国教育报》.2005.5
[6].R·M·加涅.教学系统设计原理[M].上海:华东师范大学出版社,2001.3
[7].熊川武,试析反思性教学与教育研究,2000,2
[8].卢真金,反思性教学及其历史发展[J].全球教育展望,2001
[9].王策三:《教学论稿》,224 页,北京,人民教育出版社,1985
[10].顾明远主编:《教育大辞典》.第一卷,上海,上海教育出版社,1990
[11].章新胜,顾明远等编 教育大百科全书,2004
[12].教育部:普通高中化学课程标准(实验).人民教育出版社,2003.10
[13].钟启泉,崔允漷,吴刚平.普通高中新课程方案导读[M].华东师范大学出版社,2003.
[14].袁振国,知识增长方式的变化与学习观的变革.《风则江大讲堂”系列讲座之二十九》2006.4
[15].马颖、刘电芝.“反思性教学”研究述评[J].乐山师范学院学报,2003,10.
[16].常波.西方反思型教师教育思潮兴起背景综述[J].外国教育研究,2000,2.
[17].郭子其.教师听课应趋向“生成式”.《中国教育报》.2005,9
[18].杨凤荣,新课程实施中化学反思性教学研究,2006,
[19].李凤华,反思性教学实践研究,2003
[20].龙海波,反思性教学及其在中学化学教学中的应用,2006
[21].陈显春,新课程理念下的化学教学设计[J]赤峰师范学院 2005.8
[22].陶志琼.谁主沉:课堂教育哲学问题研究[J]当代教育论坛 2005 7
[23].[美]Thomas L.Good and Jerc E.Brophy.透视课堂[M].陶志琼等译.中国轻工业出版社,2002.2
[24].吴瑞丽,新课程背景下初中学生化学学习情感现状及其培养的初步研究,2006
[25].李家黎,陈荟伉.论反思性教学与教师专业化(J).长春工业大学学报(高教研究版).2005 年 3 月
[26].莫 雷,西方两大派别学习理论发展过程的系统分析.华南师范大学学报(社会科学版).2003 年第 4 期
[27].罗发奋,隋春玲.系统科学理论的发展对教学系统设计的影响.唐山师范学院学报.2006 年 3 月
[28].Schon,D. The reflective practitioner.NewYork:Basic Books. 1983
[29].Gerald M. Nosich . Learning to Think Things Through——A Guide to Critical Thinking Across the Curriculum. Prentice Hall.2000,11