教育科学 ›› 2021, Vol. 37 ›› Issue (6): 36-44.

• 基础教育研究 • 上一篇    下一篇

由知识通达素养的教学:实践困境与理论审思*

朱宁波, 王志勇   

  1. 辽宁师范大学 教育学院,辽宁 大连 116029
  • 收稿日期:2021-09-21 出版日期:2021-11-15 发布日期:2022-01-27
  • 作者简介:朱宁波(1963- ),女,山东临沂人,辽宁师范大学教育学院教授,博士生导师,主要从事课程与教学论、教师教育研究;|王志勇(1985- ),男,山东东营人,辽宁师范大学教育学院博士生,主要从事课程与教学论、教师教育研究。
  • 基金资助:
    *教育部人文社会科学研究青年基金项目“我国行业特色高校优势学科溢出效应研究”(21YJC880003)

Accessing to Core Competences by Knowledge Teaching: Practical Difficulties and Theoretical Reflection

Zhu Ningbo, Wang Zhiyong   

  1. College of Education,Liaoning Normal University,Dalian Liaoning 116029,China
  • Received:2021-09-21 Online:2021-11-15 Published:2022-01-27

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摘要：

基于知识教学通达核心素养,已成为学界的普遍共识。实践的困境在于:“内容之知”与“方法之知”分立,“符号知识”与“内在意义”分立,“碎片化知识”与“综合化运用”分立。在对已有实践困境梳理的基础上,依照“知识观—学习观—教学观”的逻辑理路进行理论审思,以期为“由知识通达素养”的教学开展提供一些有益参考。研究发现:以学生发展为立场的知识具有生成性、个体性和整体性的特征。学习是学习者在社会情境中的个体建构,在建构的过程中学习者的身体、心智和环境相互交织,从而促进学习者概念的转化与整合。核心素养的培育需要提供三方面有效的教学支持:一是建立学习共同体,促动学生主动建构;二是关照主体体验,彰显知识内在意义;三是构建概念网络,灵活运用知识。

关键词: 核心素养, 知识教学, 知识观, 学习观

Abstract:

Accessing to core competences by knowledge teaching has become a general consensus in academic circles. The practical difficulties is reflected in the separation of“knowledge of content”and“knowledge of method”,the separation of “symbolic knowledge” and“internal meaning”,the separation of“fragmented knowledge”and“comprehensive application”. On the basis of the existing practical difficulties,the theoretical consideration is carried out according to the logic of “knowledge concept—concept of learning—eaching concept”,in order to provide some useful references for the teaching of “access to competency by knowledge”. It is found that knowledge based on student development has the characteristics of generative,individuality and integrity. Learning is the individual construction of learners in the social context. In the process of construction, body,mind and environment interweave with each other,thus promoting the transformation and integration of learners’concepts. The cultivation of core competences needs to provide effective teaching support in three aspects:First,to establish learning community and motivate students to actively construct;Second,take care of the subject’s experience and highlight the inherent meaning of knowledge;Third,construct concept network and use knowledge flexibly.

Key words: core competences, knowledge teaching, knowledge concept, concept of learning

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