变易理论认为,学习内容是多层面(预设的学习内容、实践的学习内容和体验到的学习内容)的,有结构的,具有可变性的。教育教学实践中,我们虽然关注的是最后一个学习内容——体验到的学习内容,但预期的学习内容准确与否将直接影响实践出来的学习内容和体验到的学习内容。我们可以通过集体备课,初拟学习内容;访谈前测,修改学习内容;找到关键特征,确定学习内容这些步骤来准确聚焦预期的学习内容。 Variable theory that the learning content is multi-level (pre-defined learning content, learning content and experience learning content), structured, with variability. In the teaching practice of education, although we focus on the last learning content - the learned learning content, the expected learning content will directly affect the practice content and the learning content. We can prepare lessons early through classes, pre-learning content; pre-interviewing, modifying learning content; finding key features, identifying learning content These steps focus on the intended learning content.