中国电化教育

知识结构化是课程内容结构化核心要义，也是发展学生学科核心素养的重要前提和基础。以知识结构化为目标的循证实践，将“最佳教学证据”与“教师个体经验”相结合，有助于实现基于证据的深度学习与深度教学、促进学科知识向学科素养的转化、提升以知识内化为目标的课堂效率。为全面认识知识结构化的特征、性质和样态，基于存在论、认识论和方法论对知识结构化的内涵和要求进行分析，从知识的本体结构化、认知结构化和实践结构化三个结构向度厘清知识结构化循证实践的研究内容，以便从多结构视角探查和评估知识结构化问题并获得相关证据，进而实施基于“证据+经验”的有效教学干预，促进学生形成组织有序、逻辑清晰、功能完整的知识结构。面对当前知识结构化研究证据数量不足，科学性、可靠性、解释力不佳的现状，将循证实践“5A”框架与德金教育行动研究模式进行整合，构建了循证知识结构化的实践框架，并针对证据的获取、应用和评估等方面的设计和实施提出相应对策，为一线教师的实践操作提供更为清晰的指向。

Knowledge structuralization is the core essence of curriculum content structuring, and it is also an important prerequisite and foundation for developing key competencies of discipline. Evidence based practice with the goal of knowledge structuring, combining "best teaching evidence" with "individual teacher experience", is conducive to the realize evidence-based deep learning and deep teaching,promote the transformation of discipline knowledge into competencies, and improve classroom efficiency with the goal of knowledge internalization. In order to comprehensively understand the characteristics, nature, and modality of knowledge structuralization, this paper analyzes the connotation and requirements of knowledge structuralization based on ontology, epistemology and methodology, and clarifies the research content of evidence-based practice of knowledge structuralization from three structural dimensions: ontology structuring, cognitive structuring, and practical structuring, it is helpful to explore and evaluate knowledge structuralization problems from a multidimensional structural perspective and obtain relevant evidence, and then implement effective teaching interventions based on "evidence+experience",promoting students to form an orderly, logical and functional knowledge structure. Facing with the current situation of insufficient evidence,poor scientificity, reliability and interpretability of knowledge structuralization research, this paper integrate the evidence-based practice "5A" framework with the Dekin education action research model, constructs a practical framework of evidence-based knowledge structuralization,and proposes corresponding strategies for the design and implementation of evidence acquisition, application and evaluation, so as to provide a clearer direction for front-line teachers' practical operation.