摘要
大概念教学是培养学生核心素养和推进课程标准实施的重要途径。但当前学界在该研究上还不够完善,往往把大概念与大观念混同看待,这很容易使一线教师陷入认知迷途。研究发现,其认识主路为,大概念是由一个个词汇所表征的概念,隶属于策略性、程序性“知识”,是人脑开展高阶思维的必要工具。基于此,进一步探索其逻辑理路可知,常规课堂是主要的实践载体,从观念到思想再到方法的思路是核心机制,“五步教学法”是基本逻辑。在实践层面,可通过纵横组合来提取大概念模块,通过内外结合来建设大概念课程,通过读思配合来提升“概思维”水平。
Big idea teaching is an important way to cultivate students,core literacy and promote the implementation of curriculum standards.However,academic community still need improvement for its research and often mixing big idea with big concept,which can make frontline teachers confused.Research has found that the cognitive path of big idea is that it is represented by vocabulary,belongs to strategic and procedural knowledge,and is necessary tools for human brain to carry out high⁃level thinking.Based on this,its logical path includes conventional classroom as main carrier of practice,from concept to ideology and to method as core mechanism,and five steps teaching method as basic logic.At the practical level,we can extract big idea module through vertical and horizontal combination,construct big idea course through internal and external integration,and improve thet level of“conceptual thinking”through reading and thinking coordination.
作者
程岭
吴迪
Cheng Ling;Wu Di(School of Education Science of Jiangsu Normal University)
出处
《中国教育科学（中英文）》
北大核心
2024年第1期107-119,共13页
Education Sciences in China
基金
江苏省社科基金2022年度项目“服务于‘双减’实施的高度教学研究”(22JYB005)。
关键词
大概念教学
大概念
哲学观念
学科思想
big idea teaching
big idea
philosophical concept
disciplinary ideology
