摘要
构建以真实任务为学习主线的学习过程,已然成为促进学生建构并理解学科知识、协调并提升综合素养的重要手段与必要趋势。真实任务的本质是学习任务,具有情境真实性、目标纵深性、层级进阶性、内容结构性和呈现学习性等核心特征,能在课堂教学中帮助学生提升学习动机、积累学习经验、促进学习迁移、重塑学习意义。综合来看,以学科知识理解、单元整体学习、跨学科主题学习、综合实践活动为目标指向,真实任务具有四种设计程式。在实施真实任务时,应建立问题情境与现实世界的同源同型、关注学习内容与真实任务的同质同构、注重教师引导与学生探究的同伴同化、倡导反思评价与学习过程的同力同向。
Constructing a learning process with authentic tasks as the main line has become a significant method and a necessary trend to promote students' learning and understanding on subject knowledge as well as to coordinate and comprehensively improve their competences.Authentic tasks,with learning tasks as the essence,featuring with situation authenticity,goal depth,level progression,content structured and learning presentation,can help students elevate learning motivation,accumulate learning experiences,promote learning transferring,and re-establish meanings of learning.In general,there are four kinds of design procedures for authentic tasks under the different target directions,which are subject knowledge understanding,holistic unit learning,interdisciplinary learning and comprehensive practical activities.During implementation of authentic tasks,scenarios should be connected with the reality.Learning content and the tasks should contain the same nature.Educators should be aware of the way of guidance as well as being learning partners with the students.Moreover,reflections,assessments and the learning process should hold the same objectives and directions.
作者
李博
吕立杰
LI Bo;LV Lijie(Faculty of Education,Northeast Normal University,Changchun 130024)
出处
《教育发展研究》
CSSCI
北大核心
2024年第2期60-68,共9页
Research in Educational Development
基金
教育部哲学社会科学重大课题攻关项目“‘双减’背景下基础教育课堂形态与高质量发展研究”(22JZD047)的部分成果。
关键词
课堂教学
真实任务
知识理解
单元学习
跨学科学习
classroom teaching
authentic tasks
knowledge understanding
unit learning
interdisciplinary learning
