摘要
随着信息化时代节点的到来,复杂交往能力与专家思维成为世界公认的未来人所必需的核心素养,这为课堂教学改革指明了方向。基于核心素养的课堂教学转型可以从目标、方法、理答、结构四个维度进行尝试。首先,采用逆向设计思路,确定以大概念为中介的三层目标;其次,运用与组合教师指导、自主探究、小组合作等多种教学方式。同时,在课堂对话中教会学生如何提出优质问题;最后,以基本问题串联“体验→建构→应用与创造”的教学结构,使学生为真实而学、在真实中学。
With the arrival of the information age node,the complex communication skills and professional’s thinking necessary for future people have become the key competencies recognized by the world,which points out the direction for class teaching reform.The transformation of class teaching based on key competencies can be tried from the four dimensions of goal,method,answer and structure.First of all,a three-level goal with big idea as the intermediary is determined by reverse design.Secondly,use and combination of teacher guidance,independent inquiry,group cooperation and other teaching methods.At the same time,teach students how to ask quality questions in the classroom dialogue.Finally,the teaching structure of“experience→construction→application and creation”is connected with basic questions to enable students to learn for reality and learn from reality.
作者
于冬梅
YU Dongmei(Jiangsu Second Normal University,Nanjing,Jiangsu 210013,China)
出处
《现代教育科学》
2022年第1期116-122,共7页
Modern Education Science
基金
江苏第二师范学院2021年度校级科研课题“课程与教学研究”专项研究项目“素养导向下小学数学审美化教学的探索与实践”(项目编号:JSSNU21KJ02)。
关键词
核心素养
学科核心素养
大概念
课堂教学转型
key competencies
key subject competencies
big idea
class teaching transformation
