【作 者】：
钟志贤， 易凯谕， 刘晓艳
【关 键 词 】：
中小学教师； 教学设计； 理论知识水平
【栏 目】：
学科建设与教师发展
【中文摘要】：
教学设计能力是教师专业素质能力的重要组成部分，教学设计理论知识是形成教学设计实践能力的必要基础。文章基于知识链模型理论，结合实际，通过结构映射法构建并实施了一个旨在探析中小学教师教学设计理论知识水平现状的测评量表。研究发现，中小学教师的教学设计理论知识来源渠道单一，体系结构浅散，理论掌握程度和教学研究水平较弱，理论知识与实践应用脱节，无意识地运用理论的现象比较普遍。在情感上，对理论的实践价值有较高的认同感，对理论知识有较强的求知欲，对教学设计理论的可操作性有迫切需求。于此，文章提出了促进教师角色转型、改变创新扩散的途径、提供深度学习情境、培养教师理论先行者意识的建议。以期对进一步把握时下中小学教师教学设计理论知识水平的现状，改进教学设计理论与实践的研究，提升中小学教师教学设计素养提供参考。
【英文摘要】：
The ability of instructional design is an important part of teachers' professional competency, and the theoretical knowledge of instructional design is the necessary foundation to form the practical ability of instructional design. Based on the theory of knowledge chain model and combined with the practice, this paper constructs and implements an evaluation scale for exploring the current status of the theoretical knowledge of instructional design of primary and secondary school teachers through structure mapping method. It is found that many primary and secondary school teachers have a single source of theoretical knowledge of instructional design and an unformed system structure. They are weak in theoretical mastery and teaching research, and there is a gap between their theoretical knowledge and practical application. As a result, it is common for them to use theories unconsciously. Emotionally, the teachers have a high sense of recognition for the practical value of theory, a strong thirst for theoretical knowledge, and an urgent demand for the operability of instructional design theory. Therefore, this paper puts forward some suggestions to promote the transformation of teachers' roles, change the way of innovation diffusion, provide deep learning situations, and cultivate teachers' awareness of theoretical pioneers. It provides a reference for grasping the current situation of the primary and secondary school teachers'theoretical knowledge of instructional design, improving the research of its theory and practice, and teachers instructional design literacy as well.
【下 载】：
中小学教师教学设计理论知识水平现状研究