以大概念为线索的课程组织探析——以加拿大BC省K–12“科学”课程文件为例  

Course Content Organization Based on Big Ideas——With K-12 Science Curriculum in BC,Canada as An Example

作　　者：梁秀华 王向东 LIANG Xiuhua;WAGN Xiangdong(Faculty of Education,Northeast Normal University,Changchun 130024,China;College of Geography Science,College of Teacher Education Research,Northeast Normal University,Changchun 130024,China)

机构地区：[1]东北师范大学教育学部,长春130024 [2]东北师范大学地理科学学院,长春130024 [3]东北师范大学教师教育研究院,长春130024

出　　处：《比较教育学报》2021年第5期141-156,共16页Journal of Comparative Education

基　　金：吉林省哲学社会科学基金项目(马工程重点委托项目)(项目编号:2018M9)。

摘　　要：大概念可被视为联结课程组织中心和课程组织要素的重要线索。加拿大不列颠哥伦比亚省最新颁布的K–12课程文件充分体现了以学生发展核心素养为中心、以大概念为线索整合课程内容的组织特点。该省"科学"学习领域注重运用大概念推动学生发展核心素养在学习领域内部的横向整合及其在学习领域之间的纵向迁移,着重运用学科大概念深化学生发展核心素养在学科内部的整合,并组织原住民文化内容将大概念落实到学生学习和社会发展的联结层面。结合我国基础教育课程改革深化特点,对我国课程组织优化至少有三大启示:课程组织线索的优化应以素养整合为中心,凝练大概念多层表述,促进课程内容的结构化;课程组织样式的优化可灵活运用明暗结合的线索,凸显学科本质的思想方法;课程组织要素的优化应关注永恒主题,开发优秀地域文化资源,增强课程育人的性质。The big ideas can be regarded as an important clue connecting the center and elements of curriculum organization.The latest K-12 curriculum document issued by British Columbia,Canada,fully demonstrates the feature to integrates curriculum contents with the students’core competencies as center and to organise the content around big concepts.BC province’s"science"curriculum documents focuses on the usage of big concepts to promote the development of students’core competencies within and between the learning fields by horizontal integration and vertical extension respectively.Besides,it focus on the usage of disciplinary big concepts to deepen students’core competencies within the subject,and organize the indigenous contents to implement the big concepts connecting students’learning and social development.Considering the features of curriculum reform in basic education in China,there are three implications.For the optimization of curriculum organization clues,it should condense the diverse concepts with the core of integrated competencies in order to structuralize the curriculum content.For the optimization of organizational approaches,it can use different presentations flexibly to reflect the essence of disciplines.For the optimization of elements,it should pay attention to the excellent regional cultural resources that are external to enhance the nature of curriculum education.

关 键 词：大概念 学科大概念 课程组织 核心素养 科学课程 

分 类 号：G4[文化科学—教育学]