过程技能与“大概念”——以语文学科为背景  

Process Skill and Big Idea in the Context of Chinese Subject

作　　者：高晶[1] 王荣生[1] Gao Jing;Wang Rongsheng(College of Education,Shanghai Normal Unizersity,Shanghai 200234,China)

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《课程．教材．教法》2021年第7期91-98,共8页Curriculum，Teaching Material and Method

基　　金：国家社科基金重点项目“国民语文能力构成研究”(15AZD047)。

摘　　要：把“程序性知识”与“元认知知识”归并为过程技能,并将过程技能与内容知识这两个维度严格区分,这是埃里克森和兰宁“以概念为本的课程与教学”、威金斯和麦克泰“追求理解的教学设计”的共同主张。在“知识的结构”模型基础上,埃里克森和兰宁建构了“过程的结构”模型,用以解说“知-理解-行”的三维模式及“大概念”的生成机制。过程技能的“大概念”,在生成机制、知识来源及其作用、学习方式和教学方法等方面,与内容知识的“大概念”,都有质的差别。The classification of"procedural knowledge"and"metacognitive knowledge"as process skills and the strict distinction between the two dimensions of process skills and content knowledge are common claims of Erikson and L.anning's"concept-based curriculum and instruction"and Wiggins and McTighe's"instructional design for understanding".Based on structure of knowledge,Erickson & Lanning construct the model of structure of process to interpret three-dimensional model of knowledge-understanding-action and generation mechanism of big idea.The big idea of process skill is qualitatively different from the big idea of content knowledge in terms of the mechanisms of generation,sources of knowledge and their role,learning styles and teaching methods.

关 键 词：程序性知识 过程技能 “过程的结构”模型 “大概念” 生成机制 

分 类 号：G633.3[文化科学—教育学]