知识的情境性与情境化课程设计  

Situationality of Knowledge and the Situated Curriculum Design

作　　者：张琼[1] 胡炳仙[1] 

机构地区：[1]中南民族大学教育学院,湖北武汉430074

出　　处：《课程．教材．教法》2016年第6期26-32,共7页Curriculum，Teaching Material and Method

基　　金：2016年中央高校基本科研业务费专项资金项目(CSY16005);2015年中央高校基本科研业务费资助项目(CSW15111)

摘　　要：知识的情境性是指知识的习得和运用需要情境的支撑,同时又受情境的影响与制约的特性。知识的情境性要求教育过程中应充分认识和发挥情境在促进知识运用和迁移上的作用,设计情境化课程。情境化课程以情境化的学与教为核心理念,以知识实践运用为目标,以实际问题情境为载体,以教师作为课程的创生者。教师在课堂知识教学中,可根据设计过程和呈现时借助的手段的差异,为学生呈现符号类、模拟社会生活场景类、操作类和基于技术支持类四种不同的情境课程,同时应处理好情境与学生已有知识和经验脱节、"过度情境化"等问题。The situationality of knowledge refers to the characteristic that knowledge acquisition and application need the support from situation and is conditioned by situation. It demands that we should fully recognize and give a full play to the role of situation in promoting knowledge application and transfer, and accordingly design situated curriculum. Situated curriculum is based on situated learning and teaching, targeting knowledge application, using practical problem situation, and regarding teachers as the curriculum developer. In classroom teaching, teachers can present four kinds of situated curriculum： symbol, simulating social life, operation, and technique--based support. At the same time, such problems should be avoided as irrelevance of the designed situation and students＇ existing knowledge and experience, and over-situationality.

关 键 词：情境化课程 知识的情境性 知识运用 课程设计 过度情境化 

分 类 号：G423[文化科学—课程与教学论]