CAJ | 학술논문

本文确认了一组被不同教学理论和有效实践所青睐的“首要教学原理”。作者认为成功地运用“首要教学原理”同教学策略的效能水平息息相关。四个具有不同效能水平的教学策略分别是：呈现相关信息；呈现相关信息与展示论证新知；呈现相关信息、展示论证新知和尝试应用练习；聚焦完整任务、展示论证新知和尝试应用练习。另外还有五个起到增量作用的教学策略分别是：激活相关旧知，理清知识结构，反思学习效果，鼓励探究发现和彼此交流所得。
본문학인료일조피불동교학이론화유효실천소청래적“수요교학원리”。작자인위성공지운용“수요교학원리”동교학책략적효능수평식식상관。사개구유불동효능수평적교학책략분별시：정현상관신식；정현상관신식여전시론증신지；정현상관신식、전시론증신지화상시응용연습；취초완정임무、전시론증신지화상시응용연습。령외환유오개기도증량작용적교학책략분별시：격활상관구지，리청지식결구，반사학습효과，고려탐구발현화피차교류소득。
This paper identifies a set of instructional strategy principles that have been prescribed by a number of different instructional theories and recommended practices. The author proposes that the successive application of these first principles of instruction define different levels of instructional strategy. Four levels of instructional strategy are described： information only, information plus demonstration, information plus demonstration plus application, and task-centered with demonstration and application. Five strategy enhancements are described： activation, structure, reflection, extrapolation, and going public