从“经验”走向“循证”——幼儿园集体教学活动设计与优化的循证研究

Moving from “Experience” to “Evidence”—An Evidence-Based Study on the Design and Optimization of Group Teaching Activities in Kindergarten

摘要: 本研究深入探讨了循证研究在教育领域中的应用，强调了教学活动必须基于坚实的证据进行的重要性。文章首先明确了循证研究的三大核心方面：科学性、系统性和实用性，并逐一展开讨论。在科学性方面，循证研究要求教师在实践中依据幼儿发展特点和教育领域的研究成果，确保教学方法和策略的科学性。在系统性方面，通过整个教学过程的每一个环节均需循证操作，包括问题识别、证据搜寻、最佳证据的选择、基于证据的教学实施和反思改进。实用性方面，则突出了循证研究在实际教育实践中的可行性和有效性，强调了教师需要将教学艺术和科学理论结合，创造性地解决教学中的实际问题。此外，文章还讨论了循证研究如何促进教师的专业成长和教学质量的提升，特别是通过教研一体化的方式，让教师在教学中不断地研究和反思，实现教学的科学性和艺术性的完美结合。

Abstract: This article delves into the application of evidence-based teaching practices in the field of education, emphasizing the importance of grounding teaching activities in solid evidence. It first clarifies the three core aspects of evidence-based teaching: scientificity, systematicity, and practicality, discussing each in detail. In terms of scientificity, evidence-based teaching requires educators to base their teaching methods and strategies on the developmental characteristics of young children and research findings in the educational field, ensuring the scientific nature of these methods. Systematicity is demonstrated by incorporating evidence-based processes in every stage of teaching, including problem identification, evidence search, selection of the best evidence, implementation of teaching based on this evidence, and reflective improvement. The practicality aspect highlights the feasibility and effectiveness of evidence-based teaching in actual educational practices, emphasizing the need for teachers to integrate the art of teaching with scientific theories creatively to solve real-world teaching problems. Additionally, the article discusses how evidence-based practices promote professional growth among teachers and enhance the quality of teaching, particularly through the integration of teaching and research, allowing teachers to continuously study and reflect within their teaching practices, thereby achieving a perfect blend of scientific and artistic teaching.