回顾与前瞻：教学材料未能记住的教学推理
Looking Back and Forward: What Teaching Materials Do Not Remember About Instructional Reasoning
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中文总结 AI 辅助
针对教学材料丢失教学推理的问题，提出“教学记忆”设计方法，将教学推理视为知识，通过轻量级框架在教师工作流中保留，实现连续性与复用。
中文摘要 AI 辅助
教学材料可以传递给新的教师，但其背后的教学推理，如教学意图、情境信息和反思性见解，却很少被保留。传统的学习管理系统（LMS）工具旨在存储教学制品而非推理。为解决这一问题，我们提出“教学记忆”（Teaching Memory），一种将教学推理视为主要知识形式的设计方法。我们提出一个面向设计的框架，以轻量级方式在教师现有工作流程中保留教学推理，实现连续性与复用。
英文摘要
Instructional materials can be passed along to new instructors, yet the instructional reasoning, such as instructional intentions, contextual information, and reflective insights behind their design, is rarely preserved. Traditional Learning Management System (LMS) tools are designed to store instructional artifacts rather than reasoning. To address this issue, we propose Teaching Memory, a design approach that treats instructional reasoning as a primary form of knowledge. We present a design-oriented framework for preserving instructional reasoning in a lightweight manner within instructors' existing workflows, enabling continuity and reuse.
发表机构
- Simon Fraser University（西蒙菲莎大学）
机构由 AI 辅助整理，请以论文原文为准。
