【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
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.