|
|
聚焦大单元教学的内在逻辑与实践探索
|
Abstract:
新颁布的义务教育课程标准的提出呼唤着大单元教学。大单元教学是对传统的教学的变革，能够推进核心素养的落实。但在教学实践中，许多教育工作者仍对大单元教学的行动路径不甚清晰，因而梳理大单元教学的内在逻辑以及实践意义，有利于推动新课程的改革突破当下大单元教学的实践困境，帮助教学实现教学设计与素养目标的有效对接。
The newly promulgated compulsory education curriculum standards call for large unit teaching. Large unit teaching is a reform of traditional teaching and can promote the implementation of core literacy. However, in teaching practice, many educators are still not clear about the action path of large unit teaching, so sorting out the internal logic and practical significance of large unit teaching is conducive to promoting the reform of the new curriculum, breaking through the current practical dilemma of large unit teaching, and helping teaching realize the effective docking of teaching design and literacy goals.
| [1] | 雷浩, 李雪. 素养本位的大单元教学设计与实施[J]. 全球教育展望, 2022, 51(5): 49-59. |
| [2] | Bruner, J.S. (1960) The Process of Education. Harvard University Press, 7-8. https://doi.org/10.4159/9780674028999 |
| [3] | Phenix, P. (1964) Realms of Meaning. McGraw-Hill, 232. |
| [4] | 李刚, 吕立杰. 国外围绕大概念进行课程设计模式探析及其启示[J]. 比较教育研究, 2018, 40(9): 35-43. |
| [5] | 格兰特∙威金斯, 杰伊∙麦格泰. 追求理解的教学设计(第二版) [M]. 闫寒冰, 等, 译. 上海: 华东师范大学出版社, 2016: 22-29. |
| [6] | 王蔷, 周密, 蒋京丽, 闫赤兵. 基于大观念的英语学科教学设计探析[J]. 课程∙教材∙教法, 2020, 40(11): 99-108. |
| [7] | 崔允漷. 如何开展指向学科核心素养的大单元设计[J]. 北京教育(普教版), 2019(2): 11-15. |
| [8] | 李珍. 小学英语大单元教学法的困境与出路[J]. 教学与管理, 2020(11): 108-111. |
| [9] | 伍雪辉. 大单元教学的内生逻辑与实践立场[J]. 教育研究与实验, 2022(4): 91-96. |
