从事实性知识掌握走向概念性理解：素养立意下的教学重构
From Factual Knowledge Acquisition to Conceptual Understanding: Reconstruction of Teaching under the Literacy Intention

素养立意下的基础教育课程改革，聚焦于培养学生在真实情境中解决复杂问题和适应不确定性情境的高级能力和人性能力，让学生不仅掌握专家结论，更能像专家一样思考，而学生像专家一样思考的标志就是从掌握知识走向建构知识。课堂教学作为落实素养目标的最后一公里，也要从事实性知识走向概念性理解，具体可从三个方面进行重构：聚焦育人概念，设定结构化教学目标；关注生成概念，推进思维型教学过程；贯彻发展概念，落实进阶型教学评价。
The basic education curriculum reform under the literacy intention focuses on cultivating students’ advanced and human abilities to solve complex problems and adapt to uncertainty in real situations, so that students can not only master the conclusions of experts, but also think like experts and the sign of students’ thinking like experts is to move from mastering knowledge to constructing knowledge, and the classroom teaching, as the last kilometer of the implementation of literacy goals, should be reconstructed from factual knowledge to conceptual understanding. Classroom teaching, as the last kilometer of the implementation of literacy goals, should also move from factual knowledge to conceptual understanding, which can be reconstructed from three aspects: focusing on the concept of nurturing, setting structured teaching goals; focusing on the concept of generation, promoting the thinking teaching process; implementing the concept of development, and realizing the progressive teaching evaluation.