摘要
真实性学习作为核心素养落实的基本途径,旨在依托真实性情境,促使个体模拟专家思维来探究逼近某一实践领域的真实问题,在动态的对话交互中推动认知的真实发生。在实践过程中,真实性学习存在真实问题的劣性结构被遮蔽、情境的真实性和整体性缺失、活动探究的条件无法保障、真实性评价的过程难以落实等困境。对此,真实性学习不仅需要基于生活提炼真实问题、促进情境的逻辑化与结构化、建立资源共享机制并加强学校组织文化,而且要求相关部门和教师群体协同推动真实性评价的有效落实,促发内在认知的多向度发展。
As a basic approach to the implementation of core literacy,authentic learning aims to stimulate the individual to simulate the thinking of experts by relying on authentic situations to explore the real problems approaching a certain field of practice,and promote cognitive reality in dynamic conversational interaction.In practice,it is urgent to solve the problems in authentic learning,such as the covering of the inferior structure of real problems,the lack of the authenticity and integrity of the situation,the insecurity of the condition of the activity exploration,and the difficult implementation of the process of authenticity evaluation.Therefore,it is not only necessary to refine the real problems based on life,to promote the logical and structural situation,to establish the mechanism of resource sharing and to strengthen the organizational culture of schools,it also requires relevant departments and teachers to coordinate to promote the effective implementation of authenticity evaluation,and to promote the multi-dimensional development of internal cognition.
作者
刘径言
石冒丹
Liu Jingyan;Shi Maodan(Jiangnan University)
出处
《当代教育科学》
北大核心
2024年第3期55-62,共8页
Contemporary Education Sciences
基金
教育部人文社科基金“走向循证:视频图像时代的教师学习研究”(项目编号:21YJC880046)
江南大学教改项目“循证教育理念下师范生实践性课程改革”(项目编号:JG2302065)的研究成果之一。
关键词
真实性学习
专家思维
实践困境
authentic learning
expert thinking
practical predicament
