摘要
课堂教学中"学情"分析的研究经历了从较为宏观的"儿童研究"到较为具体的"学情分析"的视角下移过程。在此背景下,教师通过从书面获取学情信息、从"谈话"中把握"个别差异"、从课堂现场中观察学习变化等学情分析的基本路径,可以大力推动课堂教学形态的转变,而课堂教学转型的关键则在于创设合乎"学情"的课堂活动情境。
The study of learning situations shifts its focus from ＂child study＂ to ＂learning situation analysis＂, whose basic study includes obtaining information from questionnaire, recognizing ＂individualized differences＂ in ＂conversations＂, and proving ＂learning situation hypothesis＂ in daily experience and so on. The key to the transformation of teaching pattern lies in the design of class activities conforming to ＂learning situation＂.
出处
《教育发展研究》
CSSCI
北大核心
2016年第6期69-76,共8页
Research in Educational Development
基金
2013年度教育部人文社会科学研究规划基金项目"基于学情分析视角的课堂学习经验发展研究"(13YJA880006)的部分成果
关键词
学情分析
教学转型
个别差异
活动情境
learning situation analysis, teaching pattern transformation, individualized difference, class activities
