何以提高学生的学习动力与掌握力——来自挪威“2M”教育实践的经验  

How to Improve Students'Learning Motivation and Mastery:Experience from“2M”Educational Practice in Norway

作　　者：郭洪瑞 GUO Hongrui

机构地区：[1]华东师范大学课程与教学研究所

出　　处：《现代教育论丛》2021年第5期66-72,95,96,共9页Modern Education Review

摘　　要：2012—2017年,围绕着提高初中学生的学习动力与掌握力,挪威开展了一系列教育实践活动。"学习动力"是指引发学生产生学习行为,维持学习状态并最终指向一定的学习目标的驱动力。"掌握力"一方面是指学生对于所习得知识的掌握能力和掌握水平,另一方面还表现为学生能够掌握自己学习和生活的能力。该教育实践主要内容包括一个核心目标、两个教育理念、三个驱动工具、五个主要目标以及六个行为主体,并采取了促进学校课程特色化、丰富教师能力网络、建设学习型组织、推进学校合作多样化等举措,为我国基础教育的改革发展提供了有益启示。From 2012 to 2017,Norway launched a series of educational practices to improve learning motivation and mastery of junior secondary school students.“Learning motivation”refers to the driving force that triggers students'learning behavior,maintains learning state and ultimately leads to certain learning objectives.“Mastery”refers to students'ability and the level of mastery of knowledge acquisition on the one hand,and students'ability to master their own study and life on the other hand.The main content of this educational practice includes one core goal,two educational ideas,three driving tools,five main objectives and six behavioral subjects.The educational practice also takes some measures to promote the specialized characteristics of school curriculum,enriching a teacher's competence network,building a learning organization,and promoting the diversification of school cooperation,which provides useful insights into the reform and development of basic education in China.

关 键 词：学习动力 掌握力 课程建设 核心素养 

分 类 号：G420[文化科学—课程与教学论]