Research On The Construction And Application Of An Evidence-Based Teaching Resource Library Model From The Perspective Of Micro-Competencies

The professionalized and scientific education discipline requires that teachers should have an evidence-based,track-based,and method-based approach in their teaching practice.In practice,however,teachers tend to teach from experience,and their teaching designs lack a scientific foundation;the increasing quantity of evidencebased materials available to teachers in the Internet era makes it challenging for them to retrieve,filter and evaluate evidence.Evidence-based teaching supports teachers to combine their personal experience and professional wisdom with the best evidence to carry out evidence-based teaching practice,effectively building a bridge between teaching theory and guiding teaching practice,but there are few practice models that effectively enhance teachers’ awareness of evidence-based teaching and regulate their evidence-based teaching practice behaviors,and there is a lack of resource libraries to support teachers’ evidence-based teaching practice.By breaking down evidence-based teaching practice into actionable evidence-based teaching micro-competencies and exploring the construction of an evidence-based teaching library to support primary and middle school teachers in their evidence-based teaching practice,the main works of this research are:Firstly,the model of evidence-based teaching resource library from the microcompetency perspective was constructed.Compared to educational resource libraries that focus on subjects,chapters and knowledge points,etc.,the Evidence-Based Teaching Resource Library model takes the development of teachers’ evidence-based teaching micro-competencies as its departure point and divides them into three dimensions,which are teaching practice(X),teaching micro-competencies(Z)and evidence-based evidence levels(Y).The X dimension guides teachers’ classroom teaching practice;The Z dimension divides 35 micro capabilities;The Y dimension provides ABC Level 3 evidence for 35 micro-competencies.Secondly,it proposes a model of evidence-based teaching practice based on activity theory.The model integrates the 5A paradigm of activity theory and evidence-based practice to regulate teachers’ evidence-based educational practices: asking questions in social interaction,finding evidence in question-based inquiry,screening evidence in integrating group wisdom,applying evidence in evidence-guided closed-loop practice,promoting the renewal and iteration of evidence in evaluating evidence.Again,the evidence-based teaching library system was developed.The system,which is in the form of a We Chat applet,designs and implements the logical structure,usage model,evidence evaluation indicators and other functions of the evidence-based teaching resource library with the supporting of the evidence-based teaching resource library model and the evidencebased teaching practice model.Finally,to verify the effectiveness and feasibility of the evidence-based teaching resource library model and the evidence-based teaching practice model,questionnaires and interviews were used to collect data and quantitatively and qualitatively analyze the application effects.The results showed that the evidence-based teaching resource library can effectively improve teachers’ teaching micro-competence,evidence-based teaching awareness and evidence-based teaching practice,effectively regulate teachers’ evidence-based teaching practice behaviors,and promote iterative updating of subject teaching evidence.The innovations of this study mainly include: Firstly,it proposes to characterize the micro-competencies that teachers can gradually master in evidence-based teaching practice by teaching micro-competencies,and constructs a model of evidence-based teaching resource base from the perspective of micro-competencies based on this model,which proposes a precise micro-competency development approach for developing teachers’ competencies in evidence-based teaching practice.Secondly,the activity theory-based model of evidence-based teaching practice is proposed,which both reduces teachers’ difficulties in retrieving the best evidence and promotes disciplinary communities to continuously deposit scientific and valid teaching evidence in their teaching.Thirdly,it has established the evidence-based teaching resource library for frontline teachers and researchers,which can facilitate teachers to deposit evidence of proven effective teaching in their daily teaching,and researchers to explore the needs of frontline teaching and research results with practical implications.