摘要
“学科实践”作为学习和育人方式变革的核心方向和关键抓手,可从认识、实施和保障三条路径对其进行强化,使其从形式化的流程和展示转变成为实质化的育人信念和科学路径。第一,明晰学科实践作为本土自觉创生的教育概念的特征:嵌合性、集成性、辩证性、丰富性、未来性,让领悟更深刻;第二,聚焦学科实践的构成:本原性要素、支架性要素、生成性要素、旨归性要素,让实施更得法;第三,构建实践育人共同体,协力深耕细作,让育人出实效。
“Discipline practices”, as the core direction and key measure of the reform of the way of education, could be strengthened from three ways of understanding, implementation and guarantee. First, it should clarify the characteristics of its educational concept as a self-consciously created local concept: chimerism, integration, dialectics, inclusiveness, and futurity, so as to deepen the understanding;Second, it should focus on the composition of discipline practices: primitive elements, scaffolding elements, generative elements, and purposive elements to make implementation more efficient;Third, it should build a community of practical education, adhere to the idea of intensive work, deepen or transform the original experience, and make practical education effective.
作者
吴晓玲
WU Xiaoling(Nanjing Normal University,Nanjing 210097)
出处
《教育科学研究》
CSSCI
北大核心
2023年第5期13-19,共7页
Educational Science Research
基金
江苏省2021年度高校哲学社会科学重大项目“我国基础教育泛课程实践的理论研究”(2021SJZDA157)
江苏省教育科学“十四五”规划2021年度重大课题“学科育人视角下‘新教学’体系构建研究”(A/2021/07)的阶段性成果。
关键词
学科实践
新课程实施
学科育人
discipline practices
implementation of new curriculum
discipline education
