摘要
项目化学习是促进学生核心素养和面向未来心智结构养成的重要方式,不少学校已展开项目化学习的校本尝试,但尚存在一些实施困境,导致对项目化学习出现了“热捧”或“冷遇”现象。把握“好的项目”具备的关键特征,逐一突破现存的真问题,可以加快推进项目化学习的校本化实施。因此,从项目化学习的学习起点、具身体验、认知形成、认知结果方面深入剖析项目化学习的理想形态,依据项目化学习的现实困境架构指导项目化学习校本化实施的三个层次,并基于此提出“三层次六要义”的实践模型,以期为项目化学习的高质量实施提供理论指导,促进教学的真正变革。
Project-based learning is an important way to promote students'core competency and mental structure development,and many schools have launched school-based project-based learning,but there are still some implementation dilemmas that have led to too hot and cold treatment for projectbased learning.Grasping the key features of good projects and breaking through existing problems can accelerate school-based implementation of project-based learning.Therefore,the study analyzes the ideal form of project-based learning in terms of its starting point,embodied experience,cognitive formation,and cognitive outcome,structures three levels of the implementation based on realistic dilemmas,and proposes the practice model of“three levels and six essentials”based on the three levels,so as to provide theoretical guidance for high-quality implementation and promote real teaching and learning reform.
作者
杨春梅
沈书生
Yang Chunmei;Shen Shusheng
出处
《课程．教材．教法》
CSSCI
北大核心
2024年第9期91-99,共9页
Curriculum，Teaching Material and Method
基金
2023年度国家社会科学基金重大项目“新一代人工智能对教育的影响研究”子课题“应对新一代人工智能挑战的教育管理改革和政策创新”(VGA230012)。
关键词
课程标准
项目化学习
校本化实施路径
curriculum standards
project-based learning
school-based implementation path
