教育科学 ›› 2025, Vol. 41 ›› Issue (6): 31-37.

• 课程与教学研究 • 上一篇    下一篇

学科实践何以真正实践化*——基于概念操作转换的视角

辛继湘, 谌舒山   

  1. 湖南师范大学 教育科学学院,湖南 长沙 410081
  • 出版日期:2025-11-15 发布日期:2025-12-30
  • 作者简介:辛继湘(1966- ),女,湖南湘潭人,湖南师范大学教育科学学院教授,博士生导师,主要从事课程与教学论、课程改革与教师教育研究;
    谌舒山(1995- ),男,湖北武汉人,湖南师范大学教育科学学院博士生,主要从事课程与教学论研究。
  • 基金资助:
    * 国家社会科学基金教育学一般项目“从技术赋能到文化育人:新时代中小学教学变革与发展研究”(BHA220140)

Towards the Truly Practice-Oriented of Discipline Practice—A Perspective Based on Conceptual-Operational Transformation

Xin Jixiang, Chen Shushan   

  1. College of Education Science, Hunan Normal University, Changsha Hunan 410081,China
  • Online:2025-11-15 Published:2025-12-30

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摘要：

学科实践在方法论层面改变了传统“坐而论道”的育人方式,其价值的彰显以“实践化”为前提,而实践化的要义在于概念的操作转换。学科实践概念的操作转换有利于学科实践由“概念世界”通达“现实世界”,有利于核心素养由“素养表达”走向“素养实践”。学科实践概念的操作转换过程包括发现概念中蕴含的具身化教学思维、厘定“身心一体、动态生成、身境互涉、情知交融”的教学观、提炼“知行合一”的教学操作思路、探求“做中学、用中学、创中学”的核心教学行为等基本环节。关于这一过程的实现,教师如何作为尤为重要。其中,教师教学转换能力是实现概念操作转换的前提,认同与应用是实现概念操作转换的关键,反思与完善是实现概念操作转换的保障。

关键词: 学科实践, 概念操作转换, 教学思维, 教学行为

Abstract:

At the methodological level, disciplinary practices transform the traditional, theory-centered model of education by emphasizing practical engagement, and such value can only be realized when these practices become genuinely practice-oriented. The key to this shift lies in the conceptual-operational transformation of the concept of disciplinary practice. Such transformation helps disciplinary practices move from the “conceptual world” to the “real world” and enables core competencies to develop from abstract statements to actual practice. The process of conceptual-operational transformation involves key steps, including uncovering the embodied pedagogical thinking embedded within the concept of disciplinary practices; clarifying a pedagogical orientation characterized by the unity of body and mind, dynamic generation, interaction between body and environment, and the integration of emotion and cognition; refining an operational pathway grounded in the unity of knowing and doing; and identifying core pedagogical behaviors centered on learning-by-doing, application-based learning, and creation-based learning. The realization of this process depends critically on the role of teachers. Teachers’ ability to enact pedagogical transformation serves as the foundational condition for conceptual-operational transformation, their recognition and application of disciplinary practices constitute the decisive factors, and their continuous reflection and refinement provide a necessary guarantee for sustainable transformation.

Key words: disciplinary practices, conceptual-operational transformation, pedagogical thinking, pedagogical behavior

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