【作 者】：
杨 鑫
【关 键 词 】：
数字化教学推理； 教学思维范式； 推理向度； 习作教学数字化
【栏 目】：
理论探讨
【中文摘要】：
数字化教学推理是教师在教学中自主有效应用技术的根本前提。研究首先从表象与实质、宏观与微观、技术与传统、部分与整体等范畴探讨了数字化教学的复杂性，并指出数字化教学推理对应对这种复杂性的意义。其次，从推理向度和关键锚点两个范畴构建了数字化教学推理逻辑框架，推理向度包括由问题表象推出实质根源，由教学需求推出技术模样，由教技条件推出整合方案，由育人逻辑推出技术贡献；关键锚点包括问题归因锚点、技术抉择锚点、整合结构锚点、贡献推算锚点共四类12个锚点。推理向度和推理锚点内在对应并彼此联系，共同支持教学推理由已知条件拓展到未知结论。最后，选择以“技术能解决作文写不好问题吗”为命题，呈现了一个以微小短视频为契机撬动习作教学数字化乃至系统性优化的具体推理案例，进一步生动诠释数字化教学推理的现实逻辑及样态。
【英文摘要】：
Digital pedagogical reasoning is a fundamental prerequisite for teachers to use technology autonomously and effectively in teaching and learning. This study first explores the complexity of digital teaching and learning in terms of the categories of appearance and substance, macrocosm and microcosm, technology and tradition, and part and whole, and then points out the significance of digital pedagogical reasoning in coping with this complexity. Second, the study constructs a logical framework of digital teaching reasoning from two categories of reasoning dimension and key anchor points. The reasoning dimension includes the introduction of the substantive root from the problem appearance, the introduction of the technical model from the teaching needs, the introduction of the integration program from the teaching-technical condition, and the introduction of the technical contribution from the nurturing logic; the key anchor points include problem attribution anchors, technological choice anchors, integration structure anchors, and contribution projection anchors with 12 anchor points in four categories. Reasoning dimension and reasoning anchor point are intrinsically related to each other and correspond to each other, which supports the expansion of pedagogical reasoning from known conditions to unknown conclusions. Finally, the study chooses the proposition of "can technology solve the problem of poor essay writing?" to present a concrete reasoning case in which a tiny short video is used as an opportunity to leverage the digitalization and even systematic optimization of composition teaching, so as to further vividly illustrate the realistic logic and pattern of digital pedagogical reasoning.