"大观念"教学何以可能:基础性问题澄清
How Could"Big Ideas"Teaching Be Possible?Clarification of Underlying Issues
张紫红 1崔允漷1
作者信息
- 1. 华东师范大学课程与教学研究所,上海 200062
- 折叠
摘要
大观念有力量也有局限.依循"元研究"的理路可以发现,当前"大观念"研究的基本框架主要前置于外显层面,聚焦讨论大观念的内涵、价值与如何实施,其背后存在的一系列规律性假设还有待澄清,主要表现为目标层面的价值预设、内容层面的知识论假设,以及实施层面的方法论指向.与其基本假设相勾连,大观念教学面临三重现实挑战,主要体现为目标依赖性、内容依赖性和情境依赖性.因此,大观念并不是万能的,要自觉树立综合、辩证地看待课程改革热点问题的意识.
Abstract
Big Ideas have power and limitations.Following the rationale of"meta-re-search",we can observe that the basic framework of current"Big Idea"research is mainly placed at the external level,focusing on the connotation,value and implementation of Big Ide-a,behind which a series of underlying assumptions have yet to be clarified,including the value presupposition at the goal level,the knowledge assumptions at the content level,and the methodology presupposition at the implementation level.Linked to its basic assumptions,big ideas teaching faces three practical challenges:goal-dependence,content-dependence,and con-text-dependence.Therefore,Big Idea is not a panacea,and we need to consciously develop the awareness of viewing the popular issues of curriculum reform in an integrated and dialectical way.
关键词
"大观念"教学/课程改革/基础问题/前提假设/元研究Key words
"Big ideas"teaching/curriculum reform/underlying issues/presuppositions/meta-research引用本文复制引用
基金项目
教育部人文社会科学重点研究基地华东师范大学课程与教学研究所2022年度重大项目(22JJD880027)
出版年
2024
NETL
NSTL
万方数据