摘要
高中各学科课程标准中“少而精”的大概念是大单元教学的核心与航标,大概念教学指向知识迁移的深度学习,能有效破解学生耗费大量时间用于识记庞杂且零散的学科知识的困局。研究认为:“大概念”的理解与迁移需要以“大单元”作为教学设计的基本单位,需要以“大任务”作为课堂教学的主活动,也需要以“大情境”作为教学与评价的双重载体。在此理念指导下的生物学大单元教学设计可基于系统性思维和广角度视野,依托“五定”的路径展开,即“定核心:确定大概念,绘制概念网络;定目标:基于大概念,设计教学目标;定任务:围绕大概念,构建情境任务;定评价:指向大概念,组织教学评价;定结果:揭示大概念,开展反思学习”五个环节。
The big ideas of "less but better" in the curriculum standards of various disciplines in senior high school are the core and navigation mark of big unit teaching. The big ideas teaching is a deep learning pointing to knowledge transfer,which can effectively solve the dilemma that students spend a lot of time memorizing complex and scattered discipline knowledge. This study holds that the understanding and transfer of "big ideas" need taking "big unit" as the basic unit of teaching design,taking "big task" as the main activity of classroom teaching,and also taking "big situation" as the dual carrier of teaching and evaluation. Under the guidance of this concept,the biology big unit teaching design based on systematic thinking and wide perspective can be carried out by relying on the five step path of "five determinations",that is, determining the core by determining the big ideas and drawing the concept network;setting goals:designing teaching goals based on big ideas, task setting by constructing situational tasks around big ideas, fixed evaluation by pointing to big ideas and organizing teaching evaluation and result determination by revealing big ideas and carrying out reflective learning.
作者
邓纯臻
李刚
DENG Chunzhen;LI Gang
出处
《天津师范大学学报（基础教育版）》
CSSCI
北大核心
2022年第6期56-61,共6页
Journal of Tianjin Normal University(Elementary Education Edition)
基金
2020年度吉林省教育厅“十三五”科研规划重点项目“吉林省高校本科STEM教育课程建设研究”(JJKH20201184SK)。
关键词
大概念
大单元教学设计
五步路径
学科核心素养
big ideas
big unit teaching design
five step path
discipline key competencies
