课堂变革研究方法论转换及其实践重构——基于“新基础教育”研究的分析

Reconstructing Practice of Classroom Reform through Methodology Transformationin Research:Analysis based on“New Basic Education Research”

新时代课堂变革挑战在于寻求“教师中心”“学生中心”的破与立,整体推进课堂教学的交互作用、动态生成。“新基础教育”研究在方法论转换意义上,以“教学”为分析单位,将“教学”视为一个不可分割的整体,在交互作用中相互规定,通过“放”“收”结合,依据“有向开放-交互反馈-集聚生成”内在机制,完成教与学向“教学”的转化与生成,形成综合、关系、动态、生成的整体思维方式,重建课堂变革认识的整体框架。基于“教学”单位,在实践中创造出逐层提升、整体推进的互动生成式课堂变革实践结构。内在逻辑上,课堂教学过程依据分析单位分为资源生成、过程生成、拓展生成三个阶段,实现阶段间“内容深化、问题生成”的综合融通。相应地,外在形态上,课堂教学实施分为开放式导入、核心过程推进、开放式延伸三个环节,实现环节间“环环相生、节节在长”式融合。

The challenge of classroom reform in the new era is to seek“teacher center”and“student center”.In the sense of methodology transforma-tion,the study of“New Basic Education”takes“teaching and learning”as the unit of analysis,regarding“teaching and learning”is an inseparable whole,which is defined in the interaction.Through the combination of“release”and“collection”,according to the internal mechanism of“open-interac-tive feedback-agglomeration generation”,completing the transformation and generation of teaching and learning to“teaching”,forming a comprehensive,relationship,dynamic and generative way of thinking,and rebuilding the overall framework of classroom reform understanding.Based on the“teaching and learning”unit,the interactive generative classroom reform practice structure is created in practice.In the inner logic,the classroom teaching process is di-vided into three stages according to the analysis unit:resource generation,process generation and expansion generation,so as to realize the comprehensive integration of“content deepening and problem generation”between the stages.Accordingly,in the external form,the classroom teaching implementation is divided into three steps:open introduction,core process promotion,expansion and extension,realizing the integration between the sections.