摘要
《义务教育课程方案(2022年版)》明确指出,跨学科主题学习是养成学生核心素养的重要路径。聚焦核心素养的形成,实现跨学科主题学习,首先,需要关注知识边界的交错。在学科知识选择上,从“纵向知识深挖”走向“横向知识联结”;在知识教学内容上,从“掌握学科知识”走向“获取知识结构化”;在知识教学取向上,从重视“学科知识价值”走向重视“学科育人价值”。其次,需要关注生活视界的聚合。在儿童生活观上,从“区隔的生活”走向“整全的生活”;在教学生活观上,从“虚空的生活”走向“情境的生活”;在个体生活观上,从“离身的生活”走向“具身的生活”。最后,需要关注共同体的教学实践。在实践主体上,从“个体”走向“共同体”;在实践理念上,从“被支配”走向“激活自我”;在实践对象上,从“知识世界”走向“意义世界”。
Compulsory Education Curriculum Program(2022 Edition) clearly points out that "intersubject thematic learning" is an important path to develop students’ core competencies.Focusing on the formation of core competencies,to realize the inter-subject thematic learning,we need to pay attention to the intersection of knowledge boundaries first.It is necessary to change from "vertical knowledge digging" to "horizontal knowledge connection" on the selection of subject knowledge,from "mastering subject knowledge" to "getting structured knowledge" in the content of knowledge teaching,from attaching importance to "subject knowledge value" to attaching importance to "subject education value" in the orientation of knowledge teaching.Secondly,we need to pay attention to the aggregation of life horizons.It is important to transfer from "separated life" to "whole life" on the perspective of children’s life,from "fictional life" to "situational life" in teaching life view,from "life away from the body" to "life with embodiment" on the perspective of individual life.Finally,we need to pay attention to the teaching practice of the community.it is essential to alter from "individual" to "community" on the subject of practice,from "being dominated" to "activating the self" in terms of practical concepts,from "knowledge world" to "meaning world" on practical targets.
作者
袁丹
Yuan Dan(School of Teacher Development,Chongqing University of Education,Chongqing 400065,China)
出处
《课程．教材．教法》
CSSCI
北大核心
2022年第10期70-77,共8页
Curriculum，Teaching Material and Method
基金
重庆市教育科学“十三五”规划2019年度一般课题“卓越小学教师职前职后一体化培养研究”(2019-GX-438)
重庆市高等教育教学改革研究项目“卓越小学教师职前职后协同培养机制的研究与实践基于教育部‘卓越教师培养计划2.0’视角”(193221)。
关键词
核心素养
跨学科主题学习
知识边界
生活视界
学习共同体
core competencies
inter-subject thematic learning
knowledge boundaries
life horizon
study community
