核心概念的学习进阶:促进项目学习常态化的有效路径  

Learning Progression of Core Concept:An Effective Way to Apply Project-based Learning to Common Science Classroom

作　　者：李振文 Li Zhenwen(Department of Physics,Beijing Normal Universily,Beijing 100875,China)

机构地区：[1]北京师范大学物理学系,北京100875

出　　处：《课程．教材．教法》2020年第5期119-125,共7页Curriculum，Teaching Material and Method

基　　金：教育部人文社会科学研究规划基金项目“基于科学概念学习进阶的教学设计模型研究”(13YJA880022);北京市未来教育高精尖创新中心项目(BJAICFE6SR-005)。

摘　　要：聚焦于核心概念可以提升学习效率,借鉴学习进阶有助于概念学习路径科学化。基于核心概念学习进阶的项目学习教学设计包括确定学习目标、开发教学内容、进行反馈三个阶段:通过提取课标建立概念网络图,依据概念发展层级模型确定学习表现;基于学习进阶设计学习过程,使得项目内容符合学生认知发展规律;依靠反馈确保项目内容与学习进阶吻合。实践表明,项目学习在促进学生概念理解方面具有优势,能够有效减小性别差异,得到师生的高度认同,可作为促进学生核心素养发展的优良选择。Focusing on core concept could help to improve learning efficiency.Using learning progression as a foundation of instructional design helps learning path of concept become more ra tional.Based on the learning progression of core concept,this paper establishes a PBL.instructional design model,which is divided into three stages:identifying the learning objectives,developing the teaching content,and gathering feedback.First,the concept network map is built by extracting the curriculum standard,and learning performance is formulated according to the hierarchical complexity of concept.Seond,the teaching sequence and learning path of concept are designed based on learning progression,so that the content of the project conforms to the law of students’cognitive development.Third,the feedback is collected and reviewed to see whether the content of the project is in line with the lerning progression of the core concept.The results of teaching experiment show that project-based learning has an advantage in promoting students'conceptual understanding,could significantly reduce the gender gap in science learning,and get approval from the teachers and students.Therefore,project-based learning has the potential to apply to common science classroom for the development of students’core competency.

关 键 词：项目学习 核心概念 学习进阶 教学设计 

分 类 号：G633.7[文化科学—教育学]