中学地理学科大观念的概念辨析及建构路径  

The Conceptual Analysis and Construction Path of the Big Ideas in Middle School Geography

作　　者：苏小兵[1] Su Xiaobing(College of Teacher Education,East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学教师教育学院,上海200062

出　　处：《课程．教材．教法》2022年第3期115-123,共9页Curriculum，Teaching Material and Method

基　　金：全国教育科学“十三五”规划2020年度国家一般项目“素养导向的嵌入式测评系统研究”(BHA200132)。

摘　　要：学科大观念是我国当前基础教育课程改革的基本理念之一。学科大观念居于学科的中心位置,是问题解决者对学科核心概念心理化的结果。从“教学设计”的角度来看,建构地理学科大观念的目的在于启发教师更好地帮助学生将地理概念与已有经验及真实世界建立联结。从这个角度出发,提出中学地理学科大观念建构路径的五环节操作性框架:分析地理情境、提炼地理核心概念、与经验建立联系、叙写地理学科大观念和发展地理学科大观念的内容进阶。这一操作性框架可以用于指导中学地理教师建构适合自己教学实践的地理学科大观念。The subject big ideas are basic concepts of curriculum reform in basic education in China.They reside at the center of the subject and are the result of the problem solver’s mentalization of the subject core concepts and can be used as a guiding framework for integrating prior knowledge,hypothetical knowledge,and perceptual knowledge.From the perspective of instructional design,the purpose of constructing geography big ideas is to inspire teachers to better help students connect the geography concepts with the existing experience and the real world.From this perspective,a five-step operational framework for the construction path of middle school geography big ideas is proposed:analyzing the geographical situation,refining the core concepts of geography,establishing connections with experience,describing the geography big ideas and developing the content progression of geography big ideas.The operational framework can be used to guide middle school geography teachers to construct geography big ideas suitable for their teaching practice and implement the curriculum goals of geography key competencies in class.

关 键 词：大观念 单元教学设计 地理教学 基于问题的学习 

分 类 号：G633.7[文化科学—教育学]