跨学科主题学习:认知偏差、应然指向与建构路向
Interdisciplinary thematic learning:cognitive biases,supposed direction and constructive direction
唐慧荣 1张维忠2
作者信息
- 1. 浙江师范大学 教育学院,浙江 金华 312004;姜立夫小学,浙江 龙港 325802
- 2. 浙江师范大学 教育学院,浙江 金华 312004
- 折叠
摘要
自《义务教育课程方案(2022年版)》提出跨学科主题学习以来,跨学科主题学习引起了教育专家及一线教师的广泛关注.基于全息教学理念,从学习目标、课堂运行、关系结构三方面分析目前中小学教师对跨学科主题学习存在的认知偏差,明确跨学科主题学习的应然指向,即学习目标体现"完整儿童"发展特征,学习过程以"主动发现"为主线,学习内容整合对应人类社会结构;提出探索跨学科主题学习的建构路向,即建构以"目标—评价"为导向的逆向设计路径、以"问题—发现"为系统的探究过程、"大概念—联结"的多学科知识网络.
Abstract
Since interdisciplinary thematic learning was proposed in the Compulsory Education Curriculum Program(2022 Edition),it has attracted extensive attention from education experts and frontline teachers.From the perspective of holographic teaching philosophy,this study analyzes the current cognitive biases of pri-mary and secondary school teachers toward interdisciplinary thematic learning from three aspects:learning ob-jectives,classroom operation,and relational structure.It clarifies the supposed direction of interdisciplinary thematic learning,which is to reflect the developmental characteristics of"whole children"in learning objec-tives,to take"active discovery"as the main line of the learning process,and to integrate learning content with the corresponding human social structure.It proposes to explore the constructive direction of interdiscipli-nary thematic learning,which is to construct a reverse design path guided by"goal-evaluation",a systematic inquiry process of"problem-discovery",and a multi-disciplinary knowledge network of"big idea-connec-tion".
关键词
跨学科主题学习/全息原理/课程改革Key words
interdisciplinary thematic learning/holography/curriculum reform引用本文复制引用
基金项目
全国教育科学规划课题教育部重点课题(DHA200318)
出版年
2024
NETL
NSTL
万方数据