摘要
社会优质资源是青少年非课堂学习的重要教育资源.本研究聚焦于如何将社会优质资源有效转化为探究活动的教育内容,以"杨浦滨江"人文行走项目为例,探讨转化过程中的目标定位、策略选择与实施效果,构建了资源向探究活动教育转化的一般实践样式,即资源的选取与分析、教育转化与设计、活动实施与评价.通过精心设计社会实践活动,教师可以较好地提升学生的实践能力、创新思维和问题解决能力,本文通过实践总结了四条策略:目标明确化、设计系统化、实施有序化和反思深入化.
Abstract
High-quality societal resources constitute an essential educational asset for extracurricular learning among adolescents.This study investigates the mechanisms for effectively integrating high-quality societal resources into the curricular content of inquiry-based activities,exemplified by the"Yangpu Riverside"humanities walking project.It delineates the objectives,strategic choices,and practical outcomes of the transformation process,establishing a general framework for the educational conversion of resources into inquiry activities.This framework encompasses the selection and analytical assessment of resources,the pedagogical transformation and design,and the execution and appraisal of activities.The research demonstrates that meticulously crafted social practice activities significantly bolster students'practical competencies,innovative thinking,and capabilities in problem resolution.The study articulates four pivotal strategies derived from practical application:clarification of objectives,systematic design,structured implementation,and profound reflection.This research aspires to enhance the convergence of resources and educational practices,to innovate forms of extracurricular learning for students,to facilitate the transference and re-creation of learning experiences,and to nurture critical competencies and core literacies,such as societal awareness,discovery,and problem-solving.It provides empirical instances for the educational integration of societal resources and contributes to the evolution of inquiry-based learning paradigms.
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