摘要
在奋力推进中国式教育现代化背景下,关于循证教学的讨论已然成为热点。澄清循证教学与教育科研成果转化的关系,对深入开展循证教育理论与实践研究具有现实意义。基于共生理论建构关系分析框架,系统梳理循证教学的缘起与实践逻辑,对照教育科研成果转化的价值与路径,剖析二者的共生关系与现实张力,给出改进建议。研究表明,循证教学与教育科研成果转化共同作用于课堂教学改进与学校教育质量提升,呈现连续性的非对称互惠共生关系;相比教育科研成果转化,循证教学处于更加突出和优势的地位。追求二者一体化互惠共生发展,需要从教师素养发展、教研制度创新、循证文化形塑、信息化平台建设等视角推动循证教学落地课堂发挥实效,干预共生关系的进化。
Under the background of striving to promote the modernization of Chinese education,the discussion on evidence-based teaching has become a hot topic.Clarifying the relationship between evidence-based teaching and the transformation of educational research results is of practical significance for further research on the theoretical and practical aspects of evidence-based education.Based on the symbiotic theory,this paper constructs a relationship analysis framework,systematically combs the origin and practical logic of evidence-based teaching,compares the value and path of the transformation of educational research results,analyzes the internal relationship and practical problems between the two,and gives suggestions for improvement.The research indicates that evidence-based teaching and the transformation of educational research results present a continuous asymmetrical symbiotic relationship,which jointly affect the improvement of classroom teaching and the improvement of school education quality.Compared with the transformation of educational research results,evidence-based teaching is in a more prominent and advantageous position.The pursuit of the integration and mutualism of the two can promote the effectiveness of evidence-based teaching landing classrooms from the perspectives of teacher literacy development,teaching and research system innovation,evidence-based culture shaping,and information platform construction,and interfere with the evolution of symbiosis.
作者
唐明超
TANG Ming-chao(Capital Normal University,Beijing 100037,China)
出处
《黑龙江高教研究》
北大核心
2024年第9期1-7,共7页
Heilongjiang Researches on Higher Education
关键词
循证教学
教育科研成果转化
关系研究
共生理论
evidence-based education
transformation of scientific research achievements
relationship research
symbiosis theory
