摘要
项目化学习作为一种指向学生发展核心素养、促进学生深度学习的方式,能够并在一定程度上已经促进了学生核心素养的发展。然而,当前项目化学习还在目标方面存在定位不清晰、活动游离于目标之外,内容方面存在问题“驱动性”不强、相关领域基础知识对项目支持不够,过程方面存在学生对项目成果贡献不足、跨学科思维体现不多,评价方面存在对学生学习过程关注不够、评价量规与多学科素养匹配性不强等问题。应该通过科学认识项目化学习的价值,检视项目化学习的实施方式,提升教师项目化学习的目标确定能力、知识整合能力、问题设计能力和学习评价能力等途径,促进项目化学习更好地为学生核心素养发展服务。
Project-based learning,as a way to develop students’ core literacy and promote students’ in-depth learning,can and has promoted the development of students’ core literacy to a certain extent. However,the current project-based learning still has unclear positioning,and activities are detached from the goal in terms of its goals. As to the content of project-based learning,there are problems such as the“driving force”is not strong,and the basic knowledge of related fields is not enough to support the project. When it comes to its process,there are insufficient contributions of students to project results,and little reflection of interdisciplinary thinking. As to its evaluation,there are problems such as insufficient attention to students’ learning process,and the lack of matching between evaluation rubrics and multidisciplinary literacy. It is necessary to scientifically understand the value of project-based learning,examine the implementation methods of project-based learning,and improve teachers’ ability to determine goals,knowledge integration,problem design,and learning evaluation capabilities in project-based learning,so as to promote project-based learning to better serve the development of students’ core literacy.
出处
《上海师范大学学报（哲学社会科学版）》
CSSCI
北大核心
2022年第4期119-125,共7页
Journal of Shanghai Normal University(Philosophy & Social Sciences Edition)
基金
国家社会科学基金“十四五”规划2021年度教育学一般课题“信息技术支持的义务教育阶段学生发展增值评价研究”(BHA210138)。
关键词
项目化学习
核心知识
驱动性问题
全程性评价
核心素养
project-based learning
core knowledge
driving issues
whole process evaluation
core literacy
