结构化教学的理论内涵、构成要素与实施策略——社会结构化理论的视角

Theoretical Connotation,Components and Implementation Strategies of Structured Teaching:A Perspective from Social Structural Theory

结构化教学是新时代背景下深化课堂教学改革的重要方式,有目的、有计划地开展结构化教学,有助于提升学生的知识结构化和思维结构化水平,有效发展学生核心素养,推动育人方式变革。基于吉登斯的社会结构化理论视角建构素养导向的结构化教学理论内涵,涉及学生知识结构化、学生思维结构化以及课堂结构化三个相互密切关联的维度。其构成要素包括师生能动者及其能动性、结构化教学规则以及结构化教学资源,师生能动者的角色及其行为与由课堂教学规则和资源构成的教学制度之间是一种结构二重性的关系,这种课堂二重性结构也是教学活动得以再发展的媒介。新时代背景下,素养导向的结构化教学实践策略包括:开展单元整体教学设计,构建结构化教学内容;基于大概念统摄核心知识,培育学科思想方法;组织学科实践活动,构建课堂二重性结构;基于学习进阶测评学生思维水平,开展反思性教学。

Structured teaching is an important way to deepen classroom teaching reform in the context of the new era.Purposeful and planned implementation of structured teaching will enhance students'knowledge and thinking organization,effectively cultivating their core competencies,and promoting a transformation in educational methods.Based on Giddens'social structural theory,the theoretical connotation of literacy oriented structured teaching is constructed,which involves three closely related dimensions:students'knowledge structuring,thinking structuring and classroom structuring.The constituent elements include the active roles and agency of both teachers and students,the rules governing structured teaching,and the resources facilitating structured instruction.The relationship between the role and behavior of teacher-student agents and the instructional system composed of rules and resources constitute a structural duality within the classroom,serving as a medium for instructional evolution.In the contemporary context,literacy-oriented structured teaching strategies involve unit-wide instructional design to create structured instructional content;employing overarching concepts to guide core knowledge and foster disciplinary thinking methods;organizing practical subject-related activities to establish a dual-structure classroom;and assessing students'thinking levels based on progressive learning,promoting reflective teaching practices.