摘要
本文从理论基础、教学设计、价值诉求和教学评价这四个方面对中西方情境教学进行比较研究,发现中国的情境教学以"意境说"为理论基础,重视情境的优化,旨在获得认知表征,促进知识迁移,但尚缺与之相应的教学评价系统;西方情境教学以"情境认知"为理论基石,注重情境的真实,旨在促进高阶思维的发展,有其匹配的教学评价体系。通过比较,得出对中国情境教学发展的启示及建议:革新教学理念,追求认知与实践的有机结合;把高阶思维能力培养作为教学的重要目标;由优化的学习情境过渡到真实情境,提升思维品质;与现代信息技术手段深度融合,提升学生的真实体验感;建立与之匹配的多元化的情境教学评价体系,督查教学成效。
This paper attempts to make a comparative study of Chinese and Western situational instruction from the following four aspects: theoretical foundation, teaching design, value appealing and teaching evaluation. The study finds that China’s situational instruction is based on the theory of ‘artistic conception’ and emphasizes the optimization of context. It aims to obtain cognitive representation and promote knowledge transfer, but there is still no independent and complete teaching evaluation system. Western contextual instruction considers ‘situational cognition’ as the theory cornerstone, focusing on the reality of the situation, aiming at promoting the development of high-order thinking, and has a diversified teaching evaluation system. Through comparison, it is put forward suggestions for the development of Chinese situational instruction: to combine cognition and practice by promoting the innovation of teaching concepts;to take higher-order thinking ability as an important goal of teaching;to enhance the quality of thinking through gradual transition from an optimized learning situation to a real learning situation;to enhance students’ real experience from enriching the path of context creation with the help of modern information technology;to supervise teaching effectiveness by establishing a diversified situational teaching evaluation system.
作者
李妍
黄伟
LI Yan;HUANG Wei
出处
《比较教育学报》
CSSCI
北大核心
2020年第4期136-148,共13页
Journal of Comparative Education
基金
江苏省教育厅高校哲学社会科学基金(项目编号:2019SJA0588)。
关键词
比较视阈
情境教学
理念
实践
comparative perspective
situational instruction
theory
practice
