论单元核心学习任务的设计——基于目标—教学—评价一致性的视角  

Designment of Significant Task for Unit--Based on the Perspective of Consistency of Objective-Teaching-Assessment

作　　者：邵朝友[1] 陈体杰 杨宇凡 Shao Chaoyou;Chen Tijie;Yang Yufan(Zhejiang University of Technology)

机构地区：[1]浙江工业大学教育科学与技术学院

出　　处：《当代教育科学》2021年第3期73-78,共6页Contemporary Education Sciences

基　　金：全国教育科学“十三五”规划国家一般课题“共同形成性评价的理论与技术研究”(项目编号:BHA19015)的研究成果之一。

摘　　要：单元设计被视为落实素养目标的重要载体,其实质是知识的整合,这种整合意味着需要统整地设计学习活动,即以大的学习任务来统领小的学习活动。核心学习任务能满足这样的要求,它以学生为认识主体,架构单元学习活动,注重真实的整合性学习,使得教学与评价紧扣目标,教学与评价一体化。究其本质,核心学习任务是体现目标-教学-评价一致性的基本单位。在一致性视角下,它具有三方面特征:整体架构了单元教学、体现课程标准的要求、实现评价与教学一体化。设计核心学习任务可采用自下而上和自上而下两种程序,它要求教师在设计过程中研读课程标准、明确大概念、系统化任务设计。Unit design is regarded as an important role to achieve subject competencies.Its essence is the integration of knowledge,which means that learning tasks should be designed in an integrated way and be used to command learning activities.Significant task can meet the requirement.It takes student as cognitive subjectivity,structures unit learning activities,and focus on authentic integrated learning,which makes teaching and assessment closely linked to the objective and integrates teaching and assessment.In essence,it is basic unit which reflects objective-teaching-assessment alignment.From this point of view,significant task has three characteristics:constructing the unit design,reflecting the requirement of curriculum standard and realizing the integration of assessment and teaching.At the same time,significant task design shows two design procedures:bottom-up and top-down.To understand and design significant task,teachers should study the standard,clarify big concept and systematize task design.

关 键 词：单元设计 核心学习任务 目标-教学-评价一致性 

分 类 号：G424[文化科学—课程与教学论]