【作 者】：
杨开城， 何文涛， 张慧慧
【关 键 词 】：
诠释学；教学理解；教学过程机制图
【栏 目】：
理论探讨
【中文摘要】：
仅凭直观经验，教师无法触碰他所主导的全部教学实事，更无法获得专业性的教学理解。任何专业性理解都必须依赖特定的方法。一种方法对应一种真相。文章将教学系统看作是信息流系统，提出了一种获得教学中观视图的方法：绘制教学过程机制图。为获得教学过程机制图，需要按照下面的步骤操作：（1）对教学视频进行文本转录，同时完成教学行为编码和行为编码的角色归类；（2）对转录的文本按照IIS图分析法进行信息流切分；（3）划分教学环节，将教学环节内信息流所蕴含的IIS子图合并成为教学环节主题图；（4）标注教学环节的角色行为、统计信息及定性描述；（5）按时间顺序将教学环节串联起来。文章将一节中学地理科目协作学习的部分交互过程绘制成了一张包含三个教学环节的教学过程机制图，初步表明，教学过程机制图是一种可用的教学过程中观视图，它提供了一种中观真相。教学过程机制图可以用来回答“教学是如何一步一步地达到目标或偏离目标”之类的问题，也可以用于分析教学方案与教学行动的一致性。
【英文摘要】：
Only through his intuitive experience, a teacher can't understand every aspect of his teaching and obtain professional understanding in teaching, for any professional understanding must depend on specific methods. Every method corresponds to certain truth. In this paper, a method used to understand the teaching process is introduced while the instructional system is regarded as an information flow system: to draw a mechanism diagram of the teaching process. In order to draw that diagram, four steps needs to be followed: (1)to transcribe teaching videos and complete teaching behavior coding and the
classification of different roles of those coding; (2) to segment the information flow in the transcribed text according to IIS map;(3)to divide teaching procedures and merge those IIS maps into topic maps;(4) to mark roles' behaviors, statics information and qualitative description;(5)to link those teaching procedures chronologically. A mechanism diagram covering 3 teaching procedures is drawn based on the collaborative learning activities in geography in middle school. It is proved that the mechanism diagram is useful, and it can be used to describe how a teacher achieves or deviates from teaching goals step by step, and to analyze the consistency between teaching plan and teaching behaviors.