论课例研究中教学经验的概念化实践——基于循证实践的视角
On the Practice of Conceptualizing Teaching Experience in the Classroom Case Study——Based on the Perspective of Evidence-based Practice
覃千钟 1魏宏聚1
作者信息
- 1. 河南大学教育学部(开封 475004)
- 折叠
摘要
课例是研究教学经验的证据载体,教学经验形成于课例研究中的证据阐释,循证课例研究指向教学经验的概念化.在课例研究中,教学经验的概念化要经历原初经验、反省经验、艺术化经验三个层次,每个层次对应不同的循证实践层级.教学经验概念化以归纳法为循证实践方法,以"收集证据—解析证据—提炼证据—转化证据"为循证实践顺序.基于循证实践层级、方法和顺序,教学经验概念化的循证实践路径包括:证据收集,截选教学经验切片;证据解析,命名和归类教学经验切片;证据提炼,提取教学切片中的经验;证据转化,检验教学切片中的经验.
Abstract
The classroom cases are the evidence carriers for studying teaching experiences,which are formed by the interpretation of evidence in case studies,and evidence-based lesson case studies point to the conceptualization of teaching experiences.In the case study,the conceptualiza-tion of teaching experience goes through three levels:original experience,reflective experience,and artistic experience,corresponding to different levels of evidence-based practice.The conceptualiza-tion of teaching experience is based on the inductive method as the evidence-based practice method,and the sequence of"collecting evidence-analyzing evidence-refining evidence-transforming evidence"as the evidence-based practice sequence.Combining the levels,methods and sequences of evidence-based practice,the evidence-based practice pathway of conceptualizing teaching experi-ence includes:evidence collection,intercepting teaching experience slices;evidence analysis,nam-ing and categorizing teaching experience slices;evidence refinement,extracting the experience in teaching slices;and evidence transformation,testing the experience in teaching slices.
关键词
课例研究/教学经验概念化/循证实践/教学切片Key words
classroom case study/conceptualization of teaching experience/evidence-based practice/teaching slides引用本文复制引用
出版年
2024
NETL
NSTL
万方数据