摘要
在工业时代向信息时代转型的背景下,素养导向的课堂变革应时而生。素养导向的课堂变革之根本在于转变教学目标,通过从教授专家结论转向培养专家思维,提升学生解决真实性问题的素养。"大概念"是将素养落实到具体教学中的锚点,是指反映专家思维方式的概念、观念或论题,具有生活价值。理解大概念有助于达成高通路迁移,形成具体与抽象交错的复杂认知结构,不仅可以打通跨学段、跨学科的学习,而且能解决学校教育和真实世界相阻隔的问题。围绕大概念的单元整体教学由目标设计、评价设计和过程设计三个关键步骤构成。推进单元整体教学要结合宏观和微观两种思维方式确定目标,在校准"学习性评价"和"学习的评价"的同时强调"学习式评价",并以基本问题为主线贯穿"准备→建构→应用"的学习过程,引导学生持续思考。
With the transformation of the industrial age into the information age,competence-oriented class transformation has come into existence,aiming at changing teaching objectives,and improving students’ competence to solve real-world problems by changing the indoctrination of students with expert knowledge into the cultivation of their expert thinking. "Big idea," focusing on the practice of the competence in teaching,indicates the concepts,ideas and topics reflecting expert thinking,and is of great value in life. An understanding of "big idea" helps to develop specific and abstract recognition,promote the high-road transfer by linking different educational stages and subjects,and break the barriers between school education and real-world problems. The unit instruction design under the guidance of "big idea" includes three key steps:the goal design,the evaluation design,and the process design. To promote the unit instruction design,we need to establish the goal based on macroscopic and microscopic thinking,highlight not only the "assessment for learning" and the "assessment of learning" but also the "assessment as learning," and lead students into persistent thinking in the learning process of "preparation-construction-application" based on basic problems.
作者
刘徽
Liu Hui(College of Education,Zhejiang University,Hangzhou 310058)
出处
《教育研究》
CSSCI
北大核心
2020年第6期64-77,共14页
Educational Research
基金
国家社会科学基金2016年度教育学一般课题“中小学课堂学习环境的设计研究”(课题批准号:BHA160093)的研究成果。
关键词
大概念
单元整体教学
专家思维
课堂转型
big idea
unit instruction design
professional’s thinking
class transformation
