摘要
学科课程思想是学科系统内所隐含的能够对学科发展与教师的教、学生的学具有观照价值的核心思想观念。它与学科方法既有区别又有联系。学科课程思想具有隐蔽性与无形性、继承性与生长性、渗透性与迁移性的特征,能够通过激活教学形态,延展教学时空,开阔教学视界来促进学生的层进式、沉浸式、整合式学习。学科课程思想观照下教学的回应体现为复演知识生发的历程,丰富学科课程思想的理解;挖掘教材的潜藏价值,催生学科课程思想的显现;打破课堂的文化界限,增进学科课程思想的互涉。
The discipline curriculum concept is the core concept, which is implied in discipline system and can promote teachers＇ teaching and students＇ learning. There are both differences and relationship between the discipline curriculum concept and discipline approach. The discipline curriculum concept has concealment and the invisibility, inheritance and growing, permeability, and migration, and it can activate the teaching form, extend the teaching time and space, open the teaching horizon, which will pay attention to student＇s layer into the type learning, immersive learning, blended learning. In order to respond to the attention of discipline curriculum concept, the teacher should playback knowledge in the course of germinal to enrich the understanding of discipline curriculum concept, explore the underlying values of teaching material to encourage the growth of discipline curriculum concept, and break the cultural boundary of classroom to improve discipline curriculum concept of each other.
出处
《课程．教材．教法》
CSSCI
北大核心
2017年第8期11-16,共6页
Curriculum，Teaching Material and Method
关键词
学科课程思想
教学
观照
the discipline curriculum concept
teaching
attention
