生态型学习质量:核心素养的课堂生成逻辑与实践路径  

Ecotypic Study Quality:Class Generation Logic and Practice Approach for Core Competencies

作　　者：李帆 张伟[2] 杨斌 Li Fan;Zhang Wei;Yang Bin(China Education Press Agency,Beijing 100082,China;College of Liberal Arts,Sichuan Normal University,Chengdu Sichuan 610068,China;Sichuan Golden Apple Jincheng No.1 Secondary School,Chengdu Sichuan 610212,China)

机构地区：[1]中国教育报刊社《人民教育》期刊部,北京100082 [2]四川师范大学文学院,成都610068 [3]四川成都金苹果锦城第一中学,成都610212

出　　处：《课程．教材．教法》2020年第10期62-69,共8页Curriculum，Teaching Material and Method

基　　金：国家社会科学基金“十二五”规划2015年度教育学一般课题“基于核心素养的课堂教学改革研究”(BHA150078)。

摘　　要：倡导生态育人、素养导向、学习中心是当前追求生态型学习质量,促进教育高质量发展的本质规定性。生态型学习质量所具有的整体关联、价值共生、复杂进化等特征,与核心素养的课堂发展机理高度一致。要在课堂上提高培育核心素养的有效性,需要以生态型学习质量的提升为课堂改革的总方向,在网络型意义重建、生态型关系重组、情境性活动重置、生长性素养重构等关键环节上改革课堂实践路径。Advocating ecotypic education,competency orientation and learning centeredness is the essential requirement in the process of pursuing the ecotypic study quality and promoting the high-quality development of education.The characteristics of the ecotypic study quality,namely overall correlation,value symbiosis and complicated revolution,are highly consistent with the class development mechanism of core competencis.In order to improve the effectiveness of core competencies cultivation in the class,we need to improve the quality of ecotypic study and set it as the general direction of classroom reform,and reform the approach of class practice by network-based significance rebuilding,ecotypic relation reorganization,contextual activity resetting,and growth-based competencies restructuring.

关 键 词：生态型学习质量 核心素养 课堂生成逻辑 教学变革 

分 类 号：G42[文化科学—课程与教学论]