核心素养的教学实现:德国教学论传统的启示  

Realization of Key Competencies in Teaching: Implications from the German Didaktik Traditions

作　　者：魏戈[1] 俞蓉 巫锐 WEI Ge;YU Rong;WU Rui(College of Elementary Education,Capital Normal University,Beijing,100037,China;College of International Education,Beijing Foreign Studies University,Beijing,100089,China)

机构地区：[1]首都师范大学初等教育学院,北京100037 [2]北京外国语大学国际教育学院,北京100089

出　　处：《基础教育》2019年第5期41-48,共8页Journal of Schooling Studies

基　　金：北京市社科联青年社科人才资助项目《改革开放40年基础教育课程改革变迁研究》(2018QNRC12)

摘　　要：核心素养如何落实在课堂教学实践中,需要多元化教学理论提供视角。德国教学论传统将课堂教学视为基于特定内容而展开的师生互动,作为一种反思性实践活动,教学是由教师发起的、教学内容与学习者之间的相遇,其理论精神建基于“教养”“可塑性”与“普通”等重要概念之上,注重教学实践的顺序性、秩序性、选择性、反思性与自主性。德国教学论传统为我国基础教育课堂教学中落实学生发展核心素养提供了诸多启示,即树立学习者的整体性与主体性意识,关注学校教学内容的普通性,重视学习者的反思性及提升教师的自主性。The question of how to implement the idea of key competencies into classroom practice should be considered from diversified theoretical perspectives.The German Didaktik traditions focus on teacher-learner interactivity based on specific cultural contents,and thus teaching,as a kind of reflective practice,is regarded as a content-learner“encounter”initiated by teachers.The three essential concepts,“Bildung”,“Bildsamkeit”And“Allgemeine”,have grounded the spirit of the traditions,while those principles of“Sequenzen”“Ordnung”“Auswahl”“Autonomie”and“Reflexion”enjoyed great attention during teaching practice.For realizing the key competencies for Chinese students’development during classroom activities in basic education,some implications could be learnt from the German Didaktik traditions,i.e.building the awareness of learner’s subjectivity and wholeness,paying attention to the“Allgemeine”of the teaching contents,attaching greater importance to learner’s reflection activity and raising teacher’s professional autonomy.

关 键 词：德国教学论 教养 可塑性 普通 核心素养 

分 类 号：G42[文化科学—课程与教学论]