行动导向教学法中以教促学方法的比较与选用

韩峰; 李荔; 辛田静

doi:10.70693/202609134856

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当前位置：中国现代教育学报 > 2026年9-10月-2卷5期 > 文章详情

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行动导向教学法中以教促学方法的比较与选用

A Comparison and Selection of Peer-Teaching Methods in Action-Oriented Pedagogy

作者：韩峰，李荔，辛田静

单位：浙江工商职业技术学院，宁波市鄞州区东钱湖镇中心小学，湖北师范大学，泰国清迈大学

基金项目：浙江工商职业技术学院基本科研业务费资助项目

卷期：2026年9-10月-2卷5期

通讯作者：韩峰

DOI：10.70693/202609134856

页码：129-136

发布时间：2026-09-26

总浏览量：198

摘要

行动导向教学法主张教师讲授过多会挤占学生自主建构知识的空间，以教促学类合作学习方法正是教师少讲之后把课堂交给学生的主要做法。本文选取小组拼图法、伙伴拼图法与引导文法三种方法展开分析，先说明三者共同的认知与社会机制，再逐一阐述实施流程，重点比较两种拼图法在拆分粒度、讲解规模、时间成本、校验机制与认知负荷五个维度上的差异，提出依据任务结构、学生状态与时间条件逐层判断的三问法选用流程。本文同时检视了拼图法有效性的正反两方面证据，指出其效应受实施质量与结果变量选择的调节，并据此界定方法的适用边界。三种方法构成多人互教、双人互教与个人自学的三级梯度，为高职工具操作类与项目型课程的课堂改革提供了可直接参照的方法工具箱。

关键词

行动导向教学法；小组拼图法；伙伴拼图法；引导文法；以教促学

Abstract

Action-oriented pedagogy holds that excessive teacher exposition crowds out the space students need to construct knowledge for themselves, and peer-teaching methods are the main classroom vehicle for that position. This paper analyses three methods: the group jigsaw, the partner jigsaw and the guided text method. It first sets out the cognitive and social mechanisms the three share, then describes each implementation procedure, and compares the two jigsaw variants across five dimensions: subdivision granularity, explanation scale, time cost, verification mechanism, and distribution of cognitive load. A three-question decision procedure is proposed, ranking task structure first, student readiness second, and time conditions third. The paper also examines evidence on both sides of the jigsaw effectiveness question and argues that the effect is moderated by implementation quality and by the choice of outcome variable. The three methods form a graded sequence of many-to-many peer teaching, one-to-one peer teaching, and individual self-study.

Keywords

Action-Oriented Pedagogy; Group Jigsaw; Partner Jigsaw; Guided Text Method; Peer Teaching

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引用本文

韩峰，李荔，辛田静. 行动导向教学法中以教促学方法的比较与选用[J]. 中国现代教育学报. 2026, 2 (5): 129-136. DOI: 10.70693/202609134856.

APA引用

韩峰, 李荔, 辛田静. (2026). 行动导向教学法中以教促学方法的比较与选用. 中国现代教育学报, 2 (5), 129-136. https://doi.org/10.70693/202609134856

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