【作 者】：
陈立娟， 严凌燕
【关 键 词 】：
双减； 精准教学； 教师行动； 教学质量
【栏 目】：
教育信息化
【中文摘要】：
“双减”政策要求回归学校教育主阵地，优化教学方式成为“减负增效”的迫切要求。依据“政策—行动—优化”思路，探究“双减”政策实施前后教师精准教学的行动轨迹，厘清问题症结，为优化精准教学提供可行路径。分析结果显示，“双减”政策后，精准教学中教师行动呈现重视政策与实践、关键问题、学生学习效率、减轻作业负担、多元主体协同等特征。但当前教师仍缺乏对精准教学行动条件的合理定位，未能有效平衡教学质与量，尚未有效厘清教学过程的关系。在优化精准教学过程中，应提升教师精准教学素养以促进教师行动的执行效能，完善精准教学激励机制以引导教师关注教学过程，优化精准教学支持体系以增强教师行动的保障性。
【英文摘要】：
The "Double Reduction" policy requires the return to the main position of school education, and the optimization of teaching methods has become an urgent requirement for "reducing the burden and increasing the efficiency". According to the idea of "policy-action-optimization", this paper explores the action trajectory of teachers' precision teaching before and after the implementation of the
"Double Reduction" policy to clarify the problems and provide a feasible path for optimizing precision teaching. The results show that after the "Double Reduction" policy, in precision teaching, teachers focus more on policy and practice, key issues, student learning efficiency, reduction of homework burden, and collaboration of multiple subjects. However, teachers still lack reasonable positioning of the conditions for precision teaching actions, fail to effectively balance the quality and quantity of teaching, and have not yet effectively clarified the relationship between teaching processes. In the process of optimizing precision teaching, teachers' precision teaching literacy should be improved to promote execution efficiency of teachers' actions, the incentive mechanism should be improved to guide teachers to pay attention to the teaching process, and the support system of precision teaching should be optimized to enhance the guarantee of teachers' actions.