教育科学 ›› 2025, Vol. 41 ›› Issue (1): 60-66.

• 课程教学与人才培养研究 • 上一篇    下一篇

单元整体教学设计的价值诠释与实践逻辑*

黄友初, 王毳   

  1. 上海师范大学 教育学院,上海 200234
  • 出版日期:2025-01-15 发布日期:2025-02-13
  • 作者简介:黄友初(1978- ),男,浙江温州人,上海师范大学教授,博士生导师,主要从事教师专业发展和数学课程与教学论等方面的研究;
    王毳(1990- ),女,内蒙古赤峰人,上海师范大学博士生,主要从事数学课程与教学论的研究。
  • 基金资助:
    *国家自然科学基金资助项目——维汉双语小学数学文化读物的编撰与推广(12026502)

The Value Interpretation and Practical Logic of Unit Integrated Teaching Design

Huang Youchu, Wang cui   

  1. College of Education,Shanghai Normal University,Shanghai 200234,China
  • Online:2025-01-15 Published:2025-02-13

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摘要：

核心素养课程目标的有效落实需要教师超越“一课一备”的课时主义,以单元为整体进行教学设计,这不仅有助于课程的针对性优化和学生核心素养的发展,也有助于教师的专业发展。但在教育现实中还存在教师对单元整体教学设计内涵解读片面化,设计的内容和过程两极化等不足,制约了单元整体教学设计价值的彰显。为此,本研究对单元整体教学设计的内涵进行了阐述,并将单元整体教学设计归结为教科书的自然单元型、教学内容整合单元型和发展目标整合单元型。在教学实践中,教师应以学生核心素养发展为纲制定教学目标,以学习内容联结为径选择教学内容,以学生学习为本组织教学方式,遵循“个人构思—集体商议—个性化设计”的实施路径。其中,教师独立构思是实施的前提,集体研讨是实施的关键,而在集体研讨结果指导下教师的再设计是实施的直接依据。

关键词: 单元整体教学设计, 单元教学, 核心素养, 课程优化

Abstract:

The effective implementation of the core literacy curriculum objectives requires teachers to go beyond the “one lesson,one preparation” principle of class hours and implement teaching design based on the unit as a whole, which is not only conducive to the targeted optimization of the curriculum and the development of students’ core literacy, but also conducive to the professional development of teachers. However,in the educational reality,there are still shortcomings such as teachers one-sided interpretation of the connotation of the overall teaching design of the unit,and the polarization of the content and process of the design,which restricts the manifestation of the value of the overall teaching design of the unit. To this end, the connotation of the overall unit teaching design is explained, and the overall unit teaching design is attributed to the natural unit type of textbooks, the teaching content integration unit type and the development goal integration unit type. In teaching practice,teachers should set teaching objectives based on the development of student literacy,select teaching content through the connection of learning content,organize teaching methods based on student learning, and follow the implementation path of “individual conception-collective discussion-personalized design”. Among them, teachers’ independent conception is the premise of implementation,collective discussion is the key to implementation,and teacher redesign under the guidance of collective discussion results is the direct basis for implementation.

Key words: unit integrated teaching design, unit teaching, core literacy, curriculum optimization

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