基于教学评一致性思想的费曼学习法研究

A Study of the Feynman Learning Method Based on the Alignment of Teaching, Learning, and Assessment

摘要: 费曼学习法通过让学生用自己的语言解释知识促进深度理解，但进入班级课堂后常因层次差异明显、目标模糊、评价标准缺失而难以实施。本文引入教学评一致性思想，从目标设计、课堂教学、反思实践三个阶段改进：依据课标、教材与课前诊断确定分层解释目标，使目标与评价内容、表现证据、达成判据逐项对应；以真实情境和问题链驱动解释活动，用导学案贯通课前导学、小组议学、全班展学、质疑点拨与留白固学；依据课堂证据开展归因、订正与再次解释。研究表明，改进后的费曼学习法保留了主动输出促进理解的核心优势，为不同层次学生提供了可进入、可提升的解释路径，也为教师组织课堂活动、判断学习结果提供了可操作的依据。

Abstract: The Feynman learning method promotes deep understanding through students’ explanations in their own words, but classroom implementation is often hindered by differences in proficiency, unclear objectives, and missing assessment criteria. This study introduces the alignment of teaching, learning, and assessment to improve objective design, classroom instruction, and reflective practice. Curriculum standards, textbook content, and diagnostic assessments inform tiered explanation objectives, each aligned with assessment content, performance evidence, and attainment criteria. Authentic contexts and question sequences guide explanation activities. Learning guides connect preparation before class, group discussion, whole-class presentations, questioning and teacher guidance, and independent consolidation. Classroom evidence supports error analysis, correction, and renewed explanation. The findings indicate that the improved method retains the core benefit of promoting understanding through active output, provides accessible pathways for students at different levels to develop their explanations, and offers practical criteria for teachers to organize classroom activities and assess learning outcomes.