对分课堂模式下教育硕士课程教学路径探究

Probe into the Teaching Path of Education Master Courses under the Presentation Assimilation Discussion Model

摘要: 为了更好地解决教育硕士课程中学生参与度不高和教育教学能力培养欠缺的问题，以对分课堂教学模式为指导，探究适用于教育硕士研究生课程教学改革的新路径。通过剖析对分课堂模式各环节和教育硕士课程的特点，以建构主义、认知主义和人本主义理论为依托，分别提出“精讲与留白”环节的情境导入、“内化与吸收”环节的情境任务和“交流与总结”环节的情境互动三重教学策略，实现教学序列的紧密衔接，为教育硕士课程教育教学改革提供可行路径，有效提升学生学习兴趣和参与度，促进学生发现、分析和解决教育教学实践问题能力的提升。

Abstract: In order to better solve the problem of low participation in the Master of Education course and the lack of training in teaching ability, this study explores a new path for the teaching reform of the education master courses under the guidance of the Presentation Assimilation Discussion (PAD) model. According to the analysis of the characteristics of the PAD model and the education master courses, relying on the theories of constructivism, cognitivism and humanism, we have put forward three teaching strategies: situation introduction in the link of “intensive speaking and blank space”, situational tasks in the link of “internalization and absorption” and situational interaction in the link of “communication and summary” respectively, to realize the close connection of teaching sequence. It provides a feasible path for the education and teaching reform of the education master course, effectively enhances interest and participation in learning, and promotes the ability to discover, analyze, and solve practical problems in education and teaching.