学习科学到教学实践变革的有效设计:UbD新的使命  

An Effective Design for the Reform of Learning Science to Teaching Practice:A New Mission of UbD

作　　者：李保勤 LI Bao-qin(School of Education,Hebei Normal University)

机构地区：[1]河北师范大学教育学院,河北石家庄050024

出　　处：《教育理论与实践》2021年第31期59-64,共6页Theory and Practice of Education

基　　金：山西省教育科学规划2020年度互联网+教育专项课题“‘互联网+’环境下高中生数学创造力培养研究”(课题编号:HLW-20379)的阶段性研究成果。

摘　　要：将学习科学的研究成果转化为教育实践者指导实践的模式,UbD不失为一种有效的课程设计。新的学习科学强调深度理解、善用前拥知识和反省知识状态,与之理念一致的UbD是重理解的、优质的、持续改进的课程单元设计,其工作原理需要揭示UbD作为认识性载体和实践性载体的内在机制。UbD作为认识性载体的内在机制,关涉课程的学习目标、知识的理解方式、教学的核心问题;而UbD实践性载体的内在机制关涉先进的工具和程序、积极的策略和经验、逆向的进程和思维。厘清UbD的作用机制,有助于完成学习科学到教学实践变革这一教育研究新的使命。UbD can be regarded as an effective curriculum design to transform the research results of learning science into the mode of guiding practice for educational practitioners.In line with the new science of learning,which emphasizes the deep understanding,the good use of prior knowledge and the reflection on knowledge state,UbD is a course unit design with the emphasis on the understanding,quality and continuous improvement.Its working principle needs to reveal the inner mechanism of UbD as the carrier of cognition and practice.The internal mechanism of UbD as the carrier of cognition is related to the learning goal of curriculum,the way of understanding knowledge and the core problems of teaching,while the inner mechanism of UbD as the carrier of practice is related to the advanced tools and procedures,positive strategies and experiences,and reverse process and thinking.Only by clarifying the mechanism of UbD can we accomplish the new mission of educational research:reform from learning science to teaching practice.

关 键 词：学习科学 教学实践 UbD模式 认识性载体 实践性载体 

分 类 号：G420[文化科学—课程与教学论]