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在线阅读 --教育科学版 2020年5期《教学研究的“循证”思维方式探析》
教学研究的“循证”思维方式探析--[在线阅读]
彭亮1, 徐文彬2
1. 南京晓庄学院 教师教育学院, 江苏 南京 211171;
2. 南京师范大学 课程与教学研究所, 江苏 南京 210097
起止页码: 113--119页
DOI: 10.13763/j.cnki.jhebnu.ese.2020.05.016
摘要
当某一学科的研究结果或结论试图趋近另一学科之时,思维方式的转变是其提升学科理论品性的关键。仅就现代自然科学理论而言,其运用的思维方式核心在于“循证”。教学研究的结果或结论如若付应现代自然科学的基本要求,教学研究可遵照循证思维方式。“循证”思维方式的内在理路是从问题意识、证据构建、结果检验到结论和新问题的闭环路径。其中,问题意识需关注问题标准、问题产生以及问题结构;证据构建需在证据产生路径基础上选择合适的证据;结果检验需思考实验检验和实践检验两个方面,由此确定结论,并为新问题的产生提供方向。

Analysis of “Evidence-Based” Thinking Mode in Teaching Research
PENG Liang1, XU Wenbin2
1. Teacher Education College, Nanjing Xiaozhuang University, Nanjing, Jiangsu 211171, China;
2. Institute of Curriculum and Teaching, Nanjing Normal University, Nanjing, Jiangsu 210097, China
Abstract:
When the research results or conclusions of a certain discipline approach another discipline, the change of thinking mode may be the key to transforming and ascending the discipline theory. As far as modern natural science theory is concerned, the core of its way of thinking is evidence-based. According to this, if the teaching results or conclusions are in accordance with the basic requirements of modern natural science, teaching research may need to follow the internal rationality of the "evidence-based" thinking mode, that is, the closed-loop path from problem consciousness, evidence construction, result test to conclusion and new problems. Among them, for problem consciousness, attention should be paid to problem standard, problem generation and problem structure; for evidence construction, appropriate evidence should be selected along the evidence generation path; for result test, two aspects should be considered:experimental test and practice test, so as to reach the conclusion and provide directions for the generation of new problems.

收稿日期: 2019-11-25
基金项目: 江苏省社会科学基金项目“互联网时代下基础教育教师教学观念的转变与实践研究”(18JYC001)

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