摘要
素养的内涵决定了核心素养发展路径的逻辑起点,基于核心素养教育变革的实践本身旨在促进对素养的理解。国外相关素养的研究已达成一个基本共识,即作为知识运用解决问题的能力,内蕴生成、实践取向的知识观与学习观,其发展路径一定是在知识运用过程之中。知识运用促进素养发展体现为过程性、生成性原理。探寻知识运用发展素养的教学策略至少包括:学科观念的知识理解、真实生活的问题情景与协作探究的学科实践等。
The connotation of competence determined the logical start point of the key competencies path. The original intention of the education reform based on key competencies was to promote understanding of competence. International studies are consistent in their findings that it is the ability to solve problems by knowledge application;the competence was based on the enactivism and practical concept of knowledge and learning. Its development path must be in the process of knowledge application. This promotion of key competence development was reflected in the process and generative principles. The teaching strategy based on the knowledge application to develop key competencies lied in the knowledge understanding of disciplinary ideas, the problem situation of real life and the disciplinary practice of collaborative inquiry.
作者
张良
靳玉乐
ZHANG Liang;JIN Yu-le(Faculty of Education,Southwest University,Chongqing 400715,China)
出处
《教育学报》
CSSCI
北大核心
2019年第5期45-52,共8页
Journal of Educational Studies
基金
国家社会科学基金“十三五”规划2019年度教育学青年项目“化知识为素养的机理与教学实现策略研究”(项目编号:CHA190268)阶段性成果
关键词
核心素养
知识运用
素养生成路径
key competencies
knowledge application
competencies path
