论学科核心素养下的"三维要件"
On the"Three-Dimensional Requirements"under the Core Literacy of Discipline
史威1
作者信息
- 1. 江苏第二师范学院地理科学学院;江苏省教育科学研究院(江苏南京210013)
- 折叠
摘要
"三维目标"与指向学科核心素养的课程目标,在价值诉求上存在明显差异.新课程方案、新课标出台后,"三维目标"作为课程"目标",显然已失去了存续的正当性与合理性.将"三维目标"修正为"三维要件",以建构生成指向学科核心素养的课程目标,有其深化课改的现实意义.其中,"知识与技能"指向"学习内容";"情感态度与价值观"制约控制着"知识与技能";"过程与方法"为两者之"中介",可据此"三维要件"聚焦"学习表现"以建构并落实教学目标.也就是说,通过把聚焦指向"学习表现"的"三维要件"作为分析、制定教学目标的思维工具,以"学习表现指标"作为教学目标续写的直接依据,透过个性化的教师思维,实现课程的有效转化与运作,从而于具体教学活动中达成教学目标.
Abstract
There is an obvious difference between the"three-dimensional objectives"and the curriculum objectives that point to the discipline core literacy,after the new curriculum plan and curriculum standard is published,the"three-dimensional objectives"as the curriculum"objectives",obviously has lost the existence legitimacy and the rationality.It is of practical sig-nificance to modify the"three-dimensional objectives"to the"three-dimensional requirements"in order to construct a thinking way to generate the curriculum objectives pointing to the core lit-eracy of the discipline.Among them,"knowledge and skills"pointing to"learning content";"emotional attitude and values"controlling"knowledge and skills";"process and method"being the medium of the former two,which the"three-dimensional requirements"focuses the"learn-ing performance"to construct and implement the teaching objectives.That is to say,by focusing on the"three-dimensional requirements"of"learning performance"as a thinking tool to analyze and formulate teaching objectives,taking"learning performance index"as the direct basis for the continuation of teaching objectives,and then through personalized teacher thinking,third,the"three-dimensional requirements"as the effective transformation and operation of the curriculum thinking tool,in the specific teaching activities to achieve the teaching objectives.
关键词
学科核心素养/"三维目标"/"三维要件"/"新课标"Key words
discipline core literacy/three-dimensional objectives/three-dimensional re-quirements/new course standard引用本文复制引用
出版年
2024
国家科技期刊平台
NSTL
万方数据