教育科学 ›› 2022, Vol. 38 ›› Issue (3): 60-66.

• 学习空间研究 • 上一篇    下一篇

从教到学:学习空间的教育意涵及其建构路径*

常晟1, 欧阳广敏2   

  1. 1.清华大学 教育研究院,北京 100176
    2.北京师范大学 教育学部,北京 100875
  • 出版日期:2022-05-20 发布日期:2022-06-23
  • 作者简介:常晟(1983- ),男,甘肃兰州人,北京亦庄实验中学副校长,副高级教师,清华大学教育研究院教育博士生,主要从事基础教育教学管理研究。|欧阳广敏(1992- ),男,吉林辽源人,北京师范大学教育学部博士生,主要从事教育基本理论研究。
  • 基金资助:
    * 中国教育学会“十四五”规划课题“基于高质量育人模式的学习空间重构实践研究”(202111002008B)

From Teaching to Learning: The Educational Implications of Learning Space and Its Construction Path

Chang Sheng1, Ouyang Guangmin2   

  1. 1. Institute of Education,Tsinghua University,Beijing 100176,China
    2. Faculty of Education,Beijing Normal University,Beijing 100875,China
  • Online:2022-05-20 Published:2022-06-23

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摘要：

随着教育理念的变革与教育改革的不断推进,以严格管理、集约有限、封闭单一为特征的传统教学空间表现出对学生主体性发挥的压制、对多样化教与学方式的抑制以及对构建多元课程体系的限制等多重弊端。而学习空间以“以学为中心”为其最主要的设计理念,呈现出更注重对话协作、开放连续和学生体验等特点,成为学校空间建构的新方向。就其建构路径而言,既要树立整体思维,统筹变革教学组织、课程体系与学习路径,又要坚持创新思维,勇于实践,在注重学习空间的灵活性与情境性的同时,积极拓展非正式学习空间和网络学习空间,促进学生开放式学习、探究性学习,提升学生综合素养,并为学生提供差异化学习资源。

关键词: 学习空间, 教学空间, 教学组织, 课程

Abstract:

With the change of educational concepts and the continuous advancement of educational reform, the traditional teaching space characterized by strict management, limited intensification, and closed singleness shows multiple drawbacks, such as the suppression of students’ subjectivity, the inhibition of diverse teaching and learning methods, as well as restrictions on building a diverse curriculum system, etc. The learning space takes “learning as the center” as its main design concept, showing more emphasis on dialogue and collaboration,openness and continuity,and student experience, which has become a new direction for school space construction. As far as its construction path is concerned, it is necessary to establish a holistic thinking, coordinate the reform of teaching organization, curriculum system and learning path, but also adhere to innovative thinking and be brave in practice. Learning space,develop online learning space, promote students’ open learning and inquiry learning,improve students’ comprehensive quality, and provide students with differentiated learning resources.

Key words: learning space, teaching space, teaching organization, curriculum

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