普通高中教师如何理解“大概念”?  

How do High School Teachers Understand Big Idea?

作　　者：樊洁[1] FAN Jie(Institute for Advanced Studies in Education,East China Normal University,Shanghai,200062,China)

机构地区：[1]华东师范大学教育高等研究院,上海200062

出　　处：《全球教育展望》2022年第1期88-102,共15页Global Education

基　　金：国家社科基金“十三五”规划2020年度教育学青年课题“我国比较教育学术思想的‘中国元素’研究”(项目编号:CDA200252)的阶段性成果。

摘　　要：核心素养时代,教师以大概念为基础进行大单元教学已然成为一种潮流。以福建省的17位普通高中教师为研究对象,采用质性研究方法探究教师对大概念的理解状况。研究发现,(1)高中教师对大概念的理解缺乏全面性、系统性;(2)高中教师通过大概念从学生立场落地核心素养;(3)大单元教学设计是测量高中教师理解大概念深度的重要指标。研究结果还体现了教师教学理念更新相对滞后以及变革的"艰巨性"。In the age of core competency, it has become a trend that teachers teach in units based on big idea. The article takes 17 senior high school teachers in Fujian province as research subjects and adopts qualitative research method to explore teachers’ cognition and understanding of big idea. The research shows that,(1) high school teachers’ can’t understand the big idea comprehensively and systematicly;(2) they try to achieve core competencies through big idea from the student standpoint;(3) large unit teaching design is an important index to measure the depth of high school teachers’ understanding of big idea. The research results present the relative lag of the renewal of teaching ideas and the “difficulty” of reform.

关 键 词：大概念 单元教学设计 高中教师 理解 

分 类 号：G635.1[文化科学—教育学]