Strategies for Big Concept Construction in Interdisciplinary Project-based Learning:Values,System Models and Practical Cases
In the context of the literacy-oriented all-discipline education era,interdisciplinary project-based learning has become an important way of basic education curriculum teaching reform.Taking the big concept construction as its logical starting point,it can effectively make up for the current interdisciplinary project-based learning teaching challenges,such as superficiality of the driving problem,plattering of activities,and loose organisational processes.However,the existing research lacks methodological support such as the reconstruction of teachers'conceptions of teaching and the generation of broad conceptual systems.Based on the systematic design concept,this study,on the basis of clarifying the connotation value and generation logic of big concept construction in interdisciplinary project-based learning,takes the reverse instructional design of the pursuit of understanding(UbD)as the underlying concept,takes"surface learning-deep learning-transferred learning"as the intrinsic mechanism,and follows the idea of"preparation→construction→application→reflection"in the construction of big concepts,and establishes a five-level three-dimensional theoretical framework(the"CPCD-S"model),which includes conceptual layer,principle layer,cognitive layer,design layer,and strategy layer,and generates a concrete strategy that is both full-textual and flexible.In addition,it is elaborated with practical cases,with a view to linking the two-way path between theory and practice,providing a systematic methodological path for teachers to carry out interdisciplinary project-based learning based on the Big Concept,and fuelling the deeper development of curriculum teaching reform.
new curriculuminterdisciplinarybig conceptproject-based learningtheoretical models
NETL
NSTL
万方数据
维普
