学习机会视角下的问题提出教学意蕴与实施路径-清华大学教育研究

文章信息/Info

Title:: Problem-Posing Instruction and Its Implementation from the Perspective of Learning Opportunities

Author(s):: SONG Nai-qing¹²??XU Ran-ran¹²?CAI Jin-fa¹³?; 1.School?of?Mathematics?and?Statistics,?Southwest?University; 2.Research?Center?of?Basic?Education,?Southwest?University；3.The?Department?of?Mathematics?and?Science,?University?of?Delaware

Keywords:: learning opportunity; problem posing; problem-posing instruction; educational equity

摘要:: 学生学习发展很大程度上取决并受限于学生所获得的学习机会，学习机会大小是影响教育质量的重要因素。问题提出教学是培养学生思维能力、创新能力、学习能力的重要途径。学习机会是问题提出教学的重要基础与独特价值。学习机会视角下，问题提出教学意蕴是指在学习机会公平化的前提下，促进每位学生学习机会的最大化与多元化，以保障个体未来社会生活中学习机会的再创造与学习发展。为促进问题提出教学的有效落实，教师在问题提出任务设计中应结合学生学习目标创设适切的任务，在教学过程中注重学生课堂参与和社会互动，尽可能创造更多高质量的学习机会；在机会分配过程中采用“风险公平”原则，以扩大学生的整体性“收益”；注重多元课堂教学评价方式，努力让每个学生都有出彩的机会。

Abstract:: Students’ learning and development are ultimately determined and constrained by the learning opportunities they have had. The quality of learning opportunities is closely related to the quality of instruction. Problem-posing as an instructional approach can cultivate students’ development of abilities, such as, thinking and creativity. Learning opportunity is the foundation for showing the value of problem-posing instruction. In this paper, we argued that the significance and value of the problem-posing instruction are to maximize learning opportunities for all students, and promote the equity, maximization, diversification and recreation of learning opportunities. In order to promote the effective implementation in problem-posing instruction, teachers should create appropriate problem-posing tasks according to student learning goals; use the principle of “risk fairness” to provide learning opportunities “benefits” for all students; and apply diverse classroom assessment methods, so as to strive to give every student a chance to shine.