Text content analysis of the differences in teaching design knowledge between Primary and secondary school teachers and the textbook——Take the case of three textbooks of curriculum and teaching theory in different times
中小学教师教学设计知识与教学设计理论知识差异的文本内容分析——以三本不同时代课程与教学论教材为例

摘要

本文以教学设计结构、教学目标和教学过程结构指代教学设计知识，以2003年、2015年和2020年出版的语文教学论教材为分析范围，发现教师教案所折射的教学目标知识、教学过程结构知识与相应的理论知识具有很大的差异，并将这种差异的源头归结为师范生教学论教材中的理论知识与教材中的案例不一致。建议理论工作者为师范生学习教学设计知识扫清源头上的障碍，解决教材中理论与实践“两张皮”现象，重塑教学设计理论的严谨与权威，推动教学设计理论的发展。

Abstract

In this paper, teaching design knowledge is represented by teaching design structure, teaching objective and teaching process structure. With the textbooks of Chinese teaching theory published in 2003, 2015 and 2020 as the scope of analysis, we have found that the teaching objective knowledge and teaching process structure knowledge reflected by teachers' teaching plans are very different from the corresponding theoretical knowledge. And the difference is attributed to the gap between the theoretical knowledge and the case in the textbook. It is suggested that theoretical workers should remove the source obstacles for normal university students to learn teaching design knowledge, solve the "two skin" phenomenon of theory and practice in textbooks, rebuild the rigor and authority of the theory, and promote the development of instructional design theory.