中国教学模式改革的实践探索——“学为导向”综合型课堂教学模式

Learning-oriented Synthetic Classroom Teaching Model:Teaching Model Reform in China

在促进我国教育公平和内涵发展的进程中,教学模式的改革是关键。教学模式改革的实践探索则是推动教学模式改革顺利实施,最终实现教学效能最大化的重要环节。教学模式改革的实践探索是人们以一定教育教学理论为指导,在真实、复杂的教育教学实践中,把一个概念形态存在的抽象教学模式变为一个以物理形态存在、可视和可操作的教学模式的过程。由于历史和现实的诸多原因,"教为导向"的教学模式依然在不同学段存在,且严重影响了学习者的学习成效。针对教师教育领域职前教师"学了教学设计不会教学设计"的突出问题,我们尝试以"深度学习"为理念,在基于设计的研究范式指导下,以《教学设计》课程为平台,构建旨在提升职前教师教学设计能力的"学为导向"综合型课堂教学模式。研究结果表明,通过在真实、复杂的课堂教学情境中开展持续两年的课堂教学模式改革实验,"学为导向"综合型课堂教学模式有效提升了职前教师的教学设计能力和综合素质,其自身也在"迭代循环"中得到了持续的优化与完善。由此,我国教学模式改革要以科学的研究范式为指导,要以人类学习的最新研究成果为基础,要进入教育现场进行综合持久的实践行动才能达到目标。

The reform of teaching model is the key to education equality and quality. Practical research on teaching model reform is decisive to implementing the reform and realizing teaching efficacy. It is a process by which people transform abstract models to operational ones, with educational theories in real and complex teaching contexts. For many historical and practical reasons, the teaching-oriented model still exists at different levels of education, and hence impedes the learning efficacy. It is now imperative to explore how to figure out a learning-oriented map. Moreover, it is a serious problem in teacher education that pre-service teachers do not know the ways to do instructional designs even after they have taught some cour- ses. Regarding these issues, we conducted a two-round experiment in an instructional design class under the Design-Based Research paradigm and the principles of Deep Learning, to construct an effective learning-oriented synthetic teaching model. The results from a two-year experiment suggest that such a model effectively improve pre-service teachers＇ ability of instructional design, and the model itself experiences a sustainable development. The outcomes have an implication for the reform of teaching models in China.