【作 者】：
刘晓琳， 张立国
【关 键 词 】：
基础教育； 信息化教学； 教学创新表征； 教学创新特征； 实证研究
【栏 目】：
课程与教学
【中文摘要】：
基础教育教学创新在教育创新中处于基础性、先导性地位，对实现教育现代化发挥着奠基作用。然而，当前基础教育教学创新研究中有两个基础性的问题始终没有得到回答：教学创新的具体样态是什么？不同学段的特征又是什么？据此，文章基于教育部等国家权威部门近四年来遴选的基础教育教学创新典型案例，采用质性编码分析与量化分析相结合的方法对教学创新表征及学段特征进行了实证研究。研究结果显示，当前我国基础教育教学创新的表征主要体现在学习者群体属性、教师/促学者属性、学习内容、学习资源、教学组织以及学习评价等六个维度；在学段特征上，小学教学创新主要面向学生直观学习体验的获得，表现出激发学习兴趣的“玩中学”特征；初中教学创新主要面向体验知识探究过程，表现出发展探究能力的“做中学”特征；高中教学创新主要面向真实情境，表现出培养复杂问题解决能力的“真实学习”特征。研究旨在理论上为科学认识我国基础教育教学创新的样态提供本体性知识，在实践上为新时代基础教育教学创新的实施、甄别与评价提供可操作性的参照。
【英文摘要】：
Instructional innovation in K-12 education is a priority in educational innovation and plays a fundamental role in realization of educational modernization. However, two fundamental questions remain unanswered: what is the specific form of instructional innovation? What are the characteristics of different segments? Therefore, based on the typical cases of instructional innovation in K-12 education selected by the ministry of education and other national authorities in the past four years, this paper adopts qualitative coding analysis and quantitative analysis to conduct an empirical study on the presentation of teaching innovation and characteristics of learning segments. The research results show that the instructional innovation in K-12 education in China is mainly reflected in six dimensions: learner group attribute, teacher/facilitator attribute, learning content, learning resources, teaching and learning organization and learning evaluation. In terms of the characteristics of learning segments, primary schools aim at students' intuitive acquisition of learning experience, showing "learning by playing" that can stimulate students' interest in learning. And junior high schools focus on knowledge inquiry through "learning by doing" for developing students' inquiry abilities. While in senior high schools, in order to cultivate students' abilities to solve complex problems, the instructional innovation is mainly oriented to "real learning". This paper aims to provide ontological knowledge for scientific understanding of the patterns of instructional innovation in K-12 education in China in theory and operable references for the implementation, screening and evaluation of instructional innovation in K-12 education in China in practice.