推理-表征-解释:构建教师大概念教学的逻辑框架  

Reasoning-Representation-Explanation:Constructing a Logical Framework for Teachers’Big Idea Teaching

作　　者：李刚 LI Gang(Faculty of Education,Northeast Normal University,Changchun Jilin 130024)

机构地区：[1]东北师范大学教育学部,吉林长春130024

出　　处：《比较教育研究》2022年第4期72-77,87,共7页International and Comparative Education

基　　金：东北师范大学“创造的教育”理念下促进师范生学科理解教学模式改革研究项目“理解大概念教学:促进师范生学科理解力提升的行动框架研究”(项目编号:21CZ003)。

摘　　要：围绕大概念组织教学实施,是当前我国课程教学改革的重要趋向。大概念教学的核心理念主要包括两方面的内容:一是旨在促进学生结构化思考与能力迁移;二是旨在促进教师对教学内容的整体性把握与深度关联。教师进行大概念教学的逻辑框架包含教学推理、教学表征与教学解释三个部分。首先,通过弹球推理完成大概念教学的科学性建构;其次,通过多元表征完成大概念教学的逻辑性呈现;最后,通过循环解释完成大概念教学的层级性转化。Organizing teaching implementation around big concepts is an important trend of current curriculum teaching reform in my country.The core concept of large-concept teaching mainly includes two aspects,one is to promote students’ structured thinking and ability transfer,and the other is to promote teachers’ overall grasp and deep connection.The logical framework for teachers to conduct large-concept teaching includes three parts:teaching reasoning,teaching representation and teaching explanation.First,the scientific construction of large-concept teaching is completed through pinball reasoning,and secondly,the large-concept teaching is achieved through multiple representation Logical presentation,and finally,the hierarchical transformation of large concept teaching is arrived through circular explanation.

关 键 词：大概念教学 教学推理 教学表征 教学解释 

分 类 号：G420[文化科学—课程与教学论]