教育科学 ›› 2021, Vol. 37 ›› Issue (4): 60-66.

• 课程与教学研究 • 上一篇    下一篇

学科核心素养: 哲学审思、实践向度与教学设计*

张敬威, 于伟   

  1. 东北师范大学 教育学部,吉林 长春 130024
  • 收稿日期:2020-09-29 出版日期:2021-07-15 发布日期:2021-09-27
  • 作者简介:张敬威(1990- ),男,吉林长春人,东北师范大学教育学部讲师,心理学博士后,主要从事教育哲学、课程与教学基本理论研究;|于伟(1963- ),男,吉林长春人,东北师范大学教育学部教授,主要从事教育哲学研究。
  • 基金资助:
    *2020年度吉林省社科基金博士和青年扶持项目“儿童科学创造的思维发生机制及ACLC培养模式研究”(2020C073)

Discipline Core Competency: Philosophical Reflection, Practical Dimension and Instructional Design

Zhang Jingwei, Yu Wei   

  1. Faculty of Education, Northeast Normal University, Changchun Jilin 130024, China
  • Received:2020-09-29 Online:2021-07-15 Published:2021-09-27

摘要:

学科核心素养是基于学科本质而凝练的,体现了学科独特的育人价值。纵观普通高中各学科核心素养,其内涵从哲学层面上分别指向了认识论、方法论和价值论三个维度。从认识论维度揭示了学科重要思想和观念;从方法论维度凸显了学科灵魂精髓;从价值论维度阐释了学科人文意蕴。在教学中培养学生的核心素养要把握问题、情境和活动三个实践向度,以问题为引擎帮助学生实现认知结构的创新;以情境为体验场域帮助学生实现学习过程的意义建构;以活动为平台帮助学生实现目标导向的实践化学习。在教学设计上要把握整体性、统领性和逆向性三个原则,以整体性和联系性确定单元主题;以统领性和核心性突出大概念的地位和作用;以逆向性强化核心素养目标的落实。

关键词: 学科核心素养, 哲学审思, 实践向度, 教学设计

Abstract:

The discipline core literacy is based on the essence of subject and reflects the unique educational value of the subject. Through a comprehensive view of the core competency of various subjects in ordinary high schools, its connotation points to the three dimensions of epistemology, methodology and axiology from the philosophical level. The connotation reveals the deep nature of the discipline from the epistemological dimension; highlights the soul and essence of the discipline from the perspective of methodology; interprets the humanistic implication of discipline from the perspective of axiology. To cultivate students’ core literacy in teaching, it is necessary to grasp the three practical dimensions of problems, situations and activities, and to use problems as the engine to help students realize the innovation of cognitive structure; to use the situation as the field of experience to help students realize the meaning construction of the learning process; and to use activities as a platform to help students achieve goal-oriented practical learning.In teaching design, it is necessary to grasp the three principles of integrity, command and reversal, and determine the theme of the unit with integrity and connection; highlight the status and role of the big concept with command and core; reinforce the core literacy goals with reversal implement.

Key words: subject core literacy, philosophical thinking, practice dimension, teaching design

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