循证课堂诊断：价值意蕴、要素结构与行动逻辑

Evidence-based Classroom Diagnosis： Value Implication， Element Struc⁃ture and Action Logic

中文关键词:  循证；循证实践；课堂诊断；课堂教学切片诊断

英文关键词:being evidence-based，evidence-based practice，classroom diagnostics，classroom teaching slice diagnosis

中文摘要:

      课堂诊断是提高课堂教学有效性的一种重要手段。审视传统课堂诊断发现，诊断 标准易受个体主观经验所桎梏、诊断主体力量构成缺乏多元化、诊断过程中归纳意识缺失等， 这是传统课堂诊断实践的局限所在。循证实践是耦合课堂诊断内涵、要素和发展的分析视角， 循证课堂诊断具有提高教师循证意识与能力、优化教师教学行为、促进实践性知识转化生成的 实践价值；循证课堂诊断由“研究共同体”“诊断证据”与“课堂情境”三个核心要素构成；课堂教 学切片诊断是典型的循证课堂诊断，其行动逻辑主要分为四个阶段：观察课例，定性问题；提炼 经验，归纳证据；依循证据，诊断课堂；更新证据，创生知识。

英文摘要:

      Classroom diagnosis is an important means to improve the effectiveness of classroom teaching. An examination of traditional classroom diagnosis reveals such limitations as diagnostic standards being constrained by individual subjective experi? ences， lack of diversity in the composition of diagnostic agents， and a deficiency in inductive awareness during the diagnostic pro? cess. Evidence-based practice offers an analytical perspective that integrates the connotation， elements and development of class? room diagnosis. Evidence-based classroom diagnosis has the practical value of enhancing teachers’ evidence-based awareness and ability， optimizing teachers’ teaching behavior， and promoting the transformation of practical knowledge. It is composed of three elements：“research community”“diagnostic evidence”and “classroom context”. The classroom teaching slice diagnosis is a typical example of evidence-based classroom diagnosis with its action logic mainly divided into four stages： observing lesson and identifying qualitative question， refining experiences and summarizing evidence， following the evidence to diagnose the class? room， and updating the evidence to create knowledge.