【作 者】：
白雪梅， 顾小清， 尹欢欢， 武美玖， 胡碧皓
【关 键 词 】：
数据驱动精准教学； 教师教学； 学生学习； 质性分析
【栏 目】：
课程与教学
【中文摘要】：
数据驱动精准教学受到了实践者与研究者的关注。研究从一线教师的视角，探索他们如何实施数据驱动教学，以及对数据驱动精准教学的认知及遇到的困难。通过教师撰写教学日志与访谈收集数据，采用扎根理论的方法分析数据。研究发现，教师实施数据驱动精准教学的路径包括：数据助力教师探究学生学习、数据驱动课堂教学有的放矢、数据助力分层教学有效落实、数据支持个性化干预的实现；教师对数据驱动精准教学的理解包括：数据驱动精准教学赋能传统教学深度变革、鞭策教师专业发展、支持学生进行自我调节学习、促进学生学习动机等非认知因素发展；教师在解读数据与采取干预行动两方面面临困境：缺乏深入分析导致教师数据解读面临困难、数据本身存在局限无法满足教师解读数据的需求、教师自身数据素养影响数据解读、缺乏建设性建议与支持影响教师采取干预行动、教师自身能力缺乏影响对干预行动成效的验证。
【英文摘要】：
Data-driven precision instruction (DDPI) has received the attention from both practitioners and researchers. From the perspective of front-line teachers, this study explores how front-line teachers implement data-driven precision instruction, their perceptions of data-driven precision instruction and the difficulties they encounter. The data were collected by teachers writing teaching journals and interviews, and grounded theory is used to analyze the data. The study finds that paths for teachers to implement DDPI include: data-assisted teachers' inquiry into student learning, data-driven targeted classroom instruction, data-assisted hierarchical teaching implemented effectively, data-supported personalized intervention. Teachers' understanding of DDPI includes: DDPI enables the in-depth reform of traditional teaching, encourages teacher professional development, supports students self-regulated learning, and promotes the development of students' non-cognitive factors such as motivation. Teachers face dilemmas in both data interpretation and intervention: teachers have difficulties in interpreting data due to lack of in-depth analysis; the data itself has limitations that do not meet the needs of teachers in interpreting the data; teachers' own data literacy affects data interpretation; the lack of constructive advice and support affects the intervention taken by teachers, and teachers' own competencies affects the verification of the effectiveness of intervention.