基于设计的研究在知识建构阅读教学中的应用——以小学科学课“蚕的研究”为例

Application of Design-Based Research in Knowledge-Building Reading Teaching——A Case Study of the Elementary School Science Class:Studies on Silkworms

一般而言,基于设计的研究通常被认为是一种研究方法。不容忽视的一点是,基于设计的研究也是一个整合设计与研究的系统化过程,原因在于其强调在具体教学情境中通过不断应用、评估、修正迭代过程来干预实际问题的解决,同时它也注重数据的挖掘及其对应的理论解释与创新。知识建构教学是基于原则的创新式教学,学生从提出真实的观点到最终构建出社区理论,其中不乏有多次的设计改进,基于设计的研究这样一种贴合实践的研究方法与知识建构教学的结合点在于真实情境的问题解决、理论的境脉化、持续优化的迭代设计这三个方面。从研究方法的角度来提升知识建构教学,以及从教学方法的角度来运用基于设计的研究,两者都具有一定的创新意义。本文以真实的科学阅读教学为例,阐述基于设计的研究作为研究方法与作为教学指导的协同作用,可以为一线教师、教育研究者提供灵感,推动基于设计的研究在知识建构教学中的设计与研究。

In general,design-based research is often considered as a research method.The point that cannot be ignored is that design-based research is also a systematic process of integrating design and research.The reason lies in that it emphasizes on intervening in the solving of practical problems by continuously applying,evaluating,and correcting iterative processes in specific teaching situations.Meanwhile,it also focuses on data mining and its corresponding theoretical interpretation and innovation.Knowledge construction teaching is a principle-based,innovative teaching.From the real viewpoint proposed by the students to the final construction of community theory,there are many times of design improvement.The joint point of the practical design-based research and knowledgeconstructing teaching lies in three aspects：the problem solving of real situations,the contextualization of theories,and the iterative design of continuous optimization.To enhance knowledge-constructing teaching from the perspective of research methods and to use design-based research from the perspective of teaching methods have a certain degree of innovative significance in both of them.Taking real science reading teaching as an example,weelaborateon the collaborative effect of designbased research as a research method and as teaching guidance.The findings of this study can offer inspirations to front-line teachers and educational researchers and can promote the design of and research on design-based research in knowledge-construction teaching.