新课标背景下语文跨学科学习的立足点、功能转向与实践路径
The Foothold,Functional Shift and Practical Path of Language Interdisciplinary Learning in the Context of the New Curriculum Standards
卢雪 1姚凤珠 2谢继红1
作者信息
- 1. 天水师范学院教师教育学院 甘肃·天水 741001
- 2. 天水师范学院文学与文化传播学院 甘肃·天水 741001
- 折叠
摘要
《义务教育语文课程标准(2022 年版)》中"跨学科学习"任务群的加入是培养复合型人才和弥补传统分科教学不足的迫切需要.语文跨学科学习应坚持核心素养的育人导向、发挥五育融合的育人优势、遵循先立后通的课程逻辑、细化大小两重的语文视域;其功能转向包括:从知识分化转向知识整合、从浅表学习转向深度学习、从离身认知转向具身认知、从工具理性转向价值理性.为实现上述功能转向,教师应当遴选适切问题,培养学生高阶思维;提炼学科概念,引导学生深入学习;创设真实情境,驱动学生身心投入;构建多元评价,指导学生自我监控.
Abstract
The addition of the"interdisciplinary learning"task group in the Language Curriculum Stan-dards for Compulsory Education(2022 Edition)is an urgent need to cultivate composite talents and make up for the inadequacy of traditional subject-specific teaching.Interdisciplinary language learning should ad-here to the nurturing orientation of core-literacy,give full play to the nurturing advantages of the integra-tion of the five education systems,follow the logic of the curriculum that is firstly established and then generalized,and refine the twofold perspective of language;and its functional shifts include:from knowledge differentiation to knowledge integration,from superficial learning to deep learning,from disembodied cogni-tion to embodied cognition,and from instrumental rationality to value rationality.In order to realize the above functional shift,teachers should select appropriate questions and cultivate students'higher order think-ing,refine subject concepts and guide students to further study,create real situations to drive students'physical and mental involvement,and construct multiple evaluations and guide students to self-monitor.
关键词
跨学科学习/核心素养/课程标准/语文教学/问题解决/大概念/深度学习/教学评价Key words
interdisciplinary learning/core literacy/curriculum standard/language arts instruction/prob-lem solving/big concept/deep learning/instructional assessment引用本文复制引用
基金项目
天水师范学院 2021年创新基金项目(XCJ2021-10)
2022年天水师范学院研究生创新引导项目(TYCX2214)
出版年
2024
NETL
NSTL
万方数据